TEACHING SPEAKING ENGLISH THROUGH ROLE PLAY AT THE THIRD GRADE OF SMAN 6 BANDAR LAMPUNG

ABSTRACT

TEACHING SPEAKING ENGLISH THROUGH ROLE PLAY AT THE THIRD GRADE OF SMAN 6 BANDAR LAMPUNG

By

ELSYE YETTI FRIDA

Speaking is the one of language skill that should be mastered by students. Speaking ability consist of some aspect, they are pronunciation, fluency, and comprehensibility. The aims of this research were to find out whether role play can improve the students` speaking ability, and to find out the aspect of speaking which improve the most after being taught through role play in teaching speaking.

The subject of this research was the students XII IPA 2 class of SMAN 6 Bandar Lampung. The students consist of 36 persons in the class. This research was quantitative research with one group pretest-posttest as research design. The students were given score based on the three aspects of speaking skill, they are pronunciation, fluency, and comprehensibility.

The result showed that this technique can improve students` speaking ability and the researcher can see that fluency is the aspect of speaking which improved the most. There were two raters to judge the students` speaking performances. Repeated measure t-test was used to analyze the quantitative data and the hypothesis testing was computed using Statistical Package for Social Science (SPSS). The result concluded that there was a significant difference on level 0.05 because t-ratio more than t-table (10.865 > 2.093). The result of pretest obtained mean score 70.33 while posttest obtained 74.78 in which the gain was 4.45. The data shows that students have improved the most in the fluency aspects. It could be seen from the average score that fluency score was increased the highest. In the pretest the average score of fluency was 68.19 and then in the posttest the average score was 74.02, the increasing score of fluency was 5.83. So that from the data above, it could be concluded that students` speaking ability was improved after they were taught by using role play technique, and the aspect of speaking which improved the most is fluency.

TEACHING SPEAKING ENGLISH THROUGH ROLE PLAY AT TWELVE GRADE OF SMAN 6 BANDAR LAMPUNG

By

Elsye Yetti Frida

A Script

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

in

The Language and Arts Department of Teacher Training and Education Faculty

ENGLISH STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHERS TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY 2015

CURRICULUM VITAE

The writer was born in Bandar Lampung, on December 19th 1991. She is the first daughter of five children from happy couple J. Sitanggang and Nita Sinaga. She has one brother and three sisters named Nicha Maulina Sitanggang Gusar, Evi Florida Sitanggang Gusar, Andiko Syaputra Sitanggang Gusar, and Vanessia Cornelia Sitanggang Gusar.

She started her education at TK Xaverius Panjang, Bandar Lampung and graduated in 1998. She continued her study in the same year. She entered Elementary School at SD Xaverius 2 Panjang, Bandar Lampung and graduated in 2004. And then she continued to SMP Xaverius 3 Bandar Lampung and graduated in 2007. She spent her Senior High School at SMAN 5 Bandar Lampung and graduated in 2010.

She has the big interest in art. When she was Junior High School, she joined in Drama Theater Group in 2006. At once when she was in Senior High School, she had the experience being an announcer in the School Radio and Kencana Radio in 2009. She was also the member of Lampung University Choir.

In August 2010, she was registered as a student of English Education Study Program, Language and Art Education Department at Faculty of Teaching Training, Lampung University. And then at July until September 2013 she accomplished the Teacher Training Program (PPL) at SMAN 1 Tulang Bawang Tengah, Tulang Bawang Barat. Now, she is an English private teacher and Sunday School’s teacher.

DEDICATION

This script is proudly dedicated to:

My beloved Parents: J. Sitanggang Gusar and Nita Sinaga My best brother and sisters: Icha, Evi, Andiko, and Vaness My honorable lecture at English Educational Study Program

All my incredible friends

My warm Almamater: University of Lampung

Motto:

“I can do everything through Him who gives me strength”

(Philippians 4:13)

“God is too wise to be mistaken, God is too good to be unkind. So when you don’t understand, when don’t see His plan, when you can’t trace His hand,

trust His heart…..” (Trust His Heart’s Lyrics)

ACKNOWLEDGEMENT

Praise the Lord, my big grateful to the Mightiest Lord Jesus Christ for every tremendous blessing and the great opportunity that enable me finished my script entitled “Teaching Speaking English Through Role Play at The Third Grade of SMAN 6 Bandar Lampung”. This script is submitted as compulsory fulfillment of requirement for S1 degree of English Department at Teacher Training and Education Faculty, Lampung University.

There were many people who have helped me as the writer, to accomplish this script. Without supports, encouragement, prayers, and opportunity by every outstanding people beside me and also the great intuition from Jesus Christ, this script would never have published as a real script. For all the reasons, I would like to write my respect and gratitude to:

1. Prof. Dr. Patuan Raja, M. Pd. as my first advisor who always be my first corrector and guide in written this script by giving guidance, comment, constructive, support and also great knowledge for me. Dra. Hartati Hasan, M.Hum. as my second advisor for every kindness, suggestion, and big patient for guide me to make this script become better. Hery Yufrizal, M.A., Ph.D. as my awesome examiner for every single comments, suggestions and corrections in completing this script became better.

2. All my lectures in English Department program who have given their guidance and wide knowledge to me.

3. The headmaster of SMAN 6 Bandar Lampung for giving me permits to conduct the research. Masny Yudha Evolinna, S.Pd. the English teacher of SMAN 6 Bandar Lampung who was very kind in helping me conducted my research and all friendly students in 12 Sains 2.

4. My greatest indebtedness and love are dedicated my beloved dad, J. Sitanggang Gusar and my super mom, Nita Sinaga for all of their prayer and patient to make me became who am I now. My greatest gratitude for their love, care, support and for always encouraging and motivating me to

finish this script. I do love both of you, you are my real world. And my gratitude for my three sisters and my only brother, Nicha Maulina Sitanggang Gusar, Evi Florida Sitanggang Gusar, and the youngest Vanessia Cornelia Sitanggang Gusar and Andiko Syaputra Sitanggang Gusar. We are always close one each other. They are who always care and being my great “partner in crime”. I do really love you dear.

5. My beloved besties which consist of six persons who always being the real angels in my life. It’s magic how our friendship begins, the story had a wonderful beginning and it always a mystery how our friendship grows. You always unchanged though we are separated by long distance. I’m truly glad that i have you as my best friends.

 Rezky Bertyana Purba as the best partner since i had kindergarten school, you are the great listener for me and also my childhood friend who can understand me for every little things i have done. Thank you very much for your support and for everything that we have shared for almost 18 years. I know that you are so strong. I love you Ber.

 Galang Abdul Gandi as a nice brother since the first year of SMA. You seem as the old brother for me, give me the warmth spirits, protect me by your ways patiently. You always be there when i need you. Those are very mean much to me. You are so special. I love you Bodat.

 Rachel Christy Pardede as my “mommy” and the greatest praying partner. You are very nice in every our sharing, always give me the great suggestions for everything of my problems, and being a good listener. You are wonderful. I love you Chel.

 Albert Vernando Putra as my twin brother. You are my close partner in everything. You are coloring every single of my days by your sweet attentions, always give me your warmth loves. You always there whenever i need you though we are separated by long distance. You are the butter and i am the bread. You are so lovable. I love you Bret.

 Mutiara Jannaty Putri as my fussy sister. There were no space for “silent section” when we were together. We always find the unique ideas for every sweet plans. You are so favorable. I love you Tara.

 Jessica Stephanie Putri Aritonang as the nice partner. You are so easy going with your own style. You always comply with your mom’s directions although it means our quality time would be unqualified. I love you Jazz.

6. My beloved friends English Department 2010 as the craziest partner especially for ‘cuyung’ Tanjung Wulandari, ‘bebeb’ Rizky Amalia Ayuningtyas, Bang Luki ‘idung’, Nandita, Bang Dani ‘jenggot’, Adestamia, Imelda, Resti, Alex ‘bujang’, Reza, Fajar, Ferdy, ladboys, bella bellers, and all of you guys. Thank you for every craziest moment that we have done together. You are rock guys! I love you.

7. Perkantas Lampung as my great family in God. Especially for TPS Pekantas Lampung, Kak Ester, Gideon, Kak Erni, Gilang, Ramos, Iyut, Christian, Ernesto, Mbak Wiwin, Bang Dedy and all of the components of Perkantas Lampung. You are so wonderful, guys. You teach me so many things about how to walk on Jesus’ track. Thank you for every sharing, praying, and loves. I love you.

8. My great partner in Sunday School Service, Kak Butet, Febrina, Hotmaida, Marina, Gadis, Kak Tika, Roma, Marlin. Thank you for every moments we have done. Keep compact guys! I love you.

9. My special “kelompok kecil SSCOC”, Kak Desy as the leader, Novia, Uli, Veronica. Thank you guys. I love you.

10. My beloved KKN’s partner, Anna Rinjani, Komasari, and Dian Eka Sari. Thank you for every spirits and our togetherness. Let’s prove to the other that we are great! I love you.

Bandar Lampung, June 2015 The writer

CONTENT

Page

ABSTRACT……….

MOTTO………...

DEDICATION……….

ACKNOWLEDGEMENT………..

CONTENT………

1. INTRODUCTION

1.1. Background ... 1.2. Identification of Problem …... 1.3. Formulation of Problem………. 1.4. Objective of the Research ... 1.5. Uses of the Research ... 1.6. Scope of the Research ... 1.7. Definition of Terms ...

1 4 5 5 5 6 6 2. LITERATURE REVIEW

2.1. Speaking. ... 2.2. Teaching Speaking... 2.3. Role Play Technique……... 2.4. Role Play Technique in Teaching Speaking...…..……….

8 12 13 14 2.5. Procedures of Teaching Speaking Through Role Play…………... 16 2.6. Advantages and Disadvantages of Role Play Technique..………..

2.7. Theoretical Assumption………...

2.8. Hypothesis………...

17 18 19 3. REARCH METHOD

3.1. Design …………... 3.2. Population and Sample…... 3.3. Data Collecting Technique... 3.4. Research Procedures... 3.5 Criteria of Good Test... 3.6. Analyzing the Data……….

3.7. Data Analysis………..

3.8. Hypothesis Test………..

20 21 21 22 24 29 30 31 4. RESULT

4.1. Result………..

4.1.1. Implementation of Research……….

33 33

4.1.2. Result of Pretest……… 4.1.3. Result of Posttest………... 4.1.4. Improvement of Students’ Speaking Ability…...………... 4.1.5. Hypothesis Test……..……….….. 4.2. Discussion………..……….. 5. CONCLUSION AND SUGGESTION

5.1. Conclusion………..

5.2. Suggestion………..

REFERENCES………....

APPENDICES……….

35 36 38 40 41

51 52 54 56

TABLES

Page

Table 3.1. Table of Reliability Result ……….. 27

Table 3.2. Table of Speaking Rating Scale……… 28

Table 4.1. Table of Distribution of The Pretest Score……….. 36

GRAPHS

Page

Graph 4.1. The Average of Students’ Score of the Pretest……… 35 Graph 4.2. The Average Students’ Score of the Posttest……….. 37 Graph 4.3. The Increase from the Pretest to Posttest…………..……….. 38 Graph 4.4. The Increase of Students’ Score in Thee Aspect of Speaking……… 39

I.

INTRODUCTION

This chapter discussed several points in, i.e. introduction that deals with background of problem, identification of the problem, limitation of the problem, formulation of the problem, objectives of the research, uses of the research and scope of the research. Below show how this research paper was organized.

1.1. Background

Speaking skill is the one of English skills that student must master. When students have mastered the speaking skills in their learning activities, it can support their confidence to start the conversation with their friends or teacher. And also when students can master speaking skill, they are expected to be able to express their expressions in English for example: short dialogue, offering invitation, giving suggestion or comments, pay attentions to their friends, etc.

Based on the researcher’s experience, researcher found that the teacher have used the traditional ways in their teaching activities. There was only including read the text book and doing exercises based on the book’s command.This way was not only occur in the school when i spent my study , but it was occurred almost at many schools in Bandar Lampung. Teaching and learning speaking just became emphasizes on grammar rules

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instead of giving speaking practice. Sometimes, the teacher forgot that speaking is the oral activity. Teacher was only focus on grammar and ignored about speaking is the way to communicate orally.

Byrne (1984:1) states that our concern as language teacher is not to inform our students about language, but to develop their ability to use language. Moreover, Van ek in Johnson (1981:103) stresses that the aim of learning is always to enable the learner or teacher to be able to do something he/she could not do at the beginning of the learning process.Based on the idea above, that was explained about the aims of teaching English clearly. The main purpose of teaching English for students is that the students can use English as means of communication based on the situation and context. Students are able to express their meaning without being afraid when that was failure on the grammar. But we can see the students can’t convey their mean orally.

Speaking is one of language skills to master because speaking skill needs many aspects like vocabulary, grammar, comprehension, fluency and pronunciation. All of that aspects are needed for student to master speaking skill well. Therefore, they become very difficult for most students to master especially senior high school students.

Based on the pre-research, the researcher was finding that SMA students had very serious problems in speaking skill. They had the difficulties when they produced sentences in speaking.That was because of some factors such as accuracy, fluency, and comprehensibility. Most students was lack of confidence to express their meanings by speaking. They worry about make some mistakes by their spoken. Students feel ashamed and also afraid to speak English, so they never practice English as the second language in their daily life.

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According to Brown (2000), one of the basic problems in foreign language is to prepare learners to be able to use the language. How the preparation done successfully depends very much on how we as the teacher understand the aim of teaching. The teacher actually did not understand the students, what students need, and what students want. Teacher must make afford to understand the material well. The idea above means that we need a good technique in teaching speaking. It would encourage students to practice speaking. That were so many technique can use in teaching speaking. One of the techniques that is suitable for teaching speaking English skill is Role Play Technique.

According to Harmer (1998:94), role plays are an excellent way to get students interacting with one another and practicing target vocabulary using real life scenarios. Role play lessons allow students to see and experience how English can be used outside the classroom. It can help to build student confidence. Through this technique, a teacher might ask student to do, answer questions in the class. It can create the students to be more active and creative in learning activities. Students may enjoy the activities and teacher can try to put themselves in another person’s place for a while.

Language teachers are not suggested to blame all of students’ error. As long as the ideas expressed in the target language can be understood, the minor errors may be ignored. Teacher could give the corrections when the errors may hinder the meaning of communication. Language teachers should provide their students with preparation to express their ideas in the target language and it is used as a bridge for students communication in the classroom.The researcher observed and found that most of students have low ability in English spoken skill, fear to speak and have low motivation in speaking. This case occurred because students think that speaking skill is difficult

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mastered. That is why their speaking score has not achieved the standard score in the school yet. The researcher expected that Role Play can be relaxed among the students and also increased students in learning, and then students never feel ashamed or shy.

Based on previous research Mujiono (2013), his research found that the use of role play in teaching speaking can encourage students’ to learn speaking through enjoyable way, in the end it gives the positive increase for students’ speaking ability.

The researcher is interested in doing quantitative descriptive research about speaking English through Role Play in teaching speaking. The researcher used role play as the technique. The researcher also prepared lesson plans to teach speaking skill. Thismaterialwill be highly expected that researcher can apply role play as the technique well and impact to students’ speaking ability.

Based on the background above, the researcher was interested in accomplishing her quantitative research entitled “Teaching Speaking English ThroughRole Play at Third Year of SMAN 6 Bandar Lampung”.

1.2. Identification of the Problem

In line with the background of the problems above, the following problems can be identified as follows :

1. Teaching learning process is teacher-centered. The class is dominated by teacher while students are not active in learning activities.

2. Teacher still used book-based learning and rivet on them to teach English especially speaking skill. They didn’t try to apply some various technique or games for teaching.

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3. The students are not able to express their ideas orally in English speaking skill.

1.3. Formulation of Problem

In line with the background previously discussed, the researcher formulated problem like the following:

1. Is there any improvement of speaking ability by using Role Play as the technique at Third Grade of SMAN 6 Bandar Lampung?

2. What aspect of speaking skill improves the most?

1.4. Objectives of Research

1. The researcher wants to find out whether Role Play students’ can improve speaking ability at Third Grade of SMAN 6 Bandar Lampung.

2. The researcher wants to find out about aspect of speaking skill which improve the most.

1.5. Uses of Research

The researcher expected the result of the research can be used as :

1. Theoretically, the researcher will show the result is relevant or not based on the previous theories and to find out the process of applying Role Play as the technique towards students’ speaking ability. In additional, this research could be used as references for the other researcher who focus on similar scope of research.

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2. Practically, the researcher can expect this research can be used for teacher in teaching speaking skill and also can inform about the Role Play’s mechanism as the technique.

1.6. Scope of Research

The research was focused on the teaching speaking English through Role Play. The researcher used quantitative research because the researcher focused to find out whether there is a significant improvement of students’ speaking ability using Role Play as the technique. The researcher used scripted Role Play in the research. She focused on the type of speaking skill in forms of dialogue. Students made the dialogue with their friends and the topic was adapted by syllabus. The dialogue is about expressing the promising, apologizing, and giving opinion. Every group determined their group’s topic by using lottery. Then they did the role play in front of class. In collecting the data, the researcher conducted the test to the students and comparing the results of students’ speaking of pretest and posttest.The data collected at SMAN 6 Bandar Lampung with one class choosen randomly as sample of research. The researcher applied Role Play technique in teaching speaking and focused on aspects of pronunciation, fluency, and comprehension.

1.7. Definition of Terms

The terms used in this research is defined as follows :

1. Role Play is dramatization of real life situation in which the students assume the roles (Hilles, 1988).

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2. Scripted Role Play is the type of role play which is this type involves interpreting either the textbook dialogue or reading text in the form of speech.

3. Speaking is defined as the ability to express oneself in a life situation or ability to converse a sequence of ideas fluently (Lado, 1976:240)

II. LITERATURE REVIEW

This chapter discusses certain points, i.e. literature review deals with speaking, teaching speaking, role play technique, type of teaching speaking through role play technique, and advantages and disadvantages of role play technique will be classified like the followings.

2.1. Speaking

Speaking skill is measured in terms of the ability to carry out a conversation in the language. Speaking is a productive skill in which speakers expresses and responses their ideas by using language. From that statement, we can see that speaking is very important in our daily activities. Speaking help us to interact one each other to give information and the other as receives information in our community. Byrne (1984:8) states that speaking is oral communication. It is a two-way process between speaker and listeners and involves the productive skills and the receptive skill of understanding. During our speaking interaction, speaker have double role both as a listener and also the speaker. Tarigan (1982:5) states that speaking is the instrument of language and the primary aim of speaking is for communication. Based on the explanation above, we can see that the goal of speaking skill is to communicate our meaning.

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Brown (2001:251) classifies the types of spoken language. Those types are as follows :

1. Monologue

In monologue, when a speaker uses spoken language like in speech, lecture, et cetera, the listener must process long stretches of speech without interrupting the stream of the speech will go on whether or not the listener comprehend.

2. Dialogue

Dialogue involves two or more speaker and can be sub divided into interpersonal and transactional language is a dialogue involves two or more speaker to convey propositional or factual information.

The researcher will be adopted the oral ability scale proposed by Heaton (1991) that had been used as the scoring standard for the students’ speaking ability. There are three points that must be measured for speaking test. The researcher examined the points are pronunciation, fluency, and comprehensibility. Kenworhty (1987) states that pronunciation is how to say the word-that is how to pronounce it. From the definition above we can see that pronunciation is the way in which someone can pronounce the words or language clearly. Hedge (2000) defines fluency as the ability to link units of speech together with facility and without strain or inappropriate slowness, or undue hesitation. Fluency is the smoothness or flow with which sounds, syllables, words, phrases, are joined together with speaking. And then, comprehensibility are focused on students’ understanding about the conversation. Comprehensibility measures how much

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students need the interpretation and about they response. Those points of speaking are important for the learners to understanding English communication.

Based on the explanation above, the researcher will apply dialogue in implementing Role Play where students involve two or more speakers. Students can be subdivided into those exchange that promote relationships and those for which the purpose is to cover factual information related to students’ daily lives. They may have a good deal of shared information.

There are several aspects of speaking that must be fulfilled. Harris (1974) says that speaking has some aspects as described below :

1. Pronunciation

Pronunciation refers to the ability to produce easily comprehensible articulation so our speaking is understandable. Pronunciation also can be defined as the pattern of intonation.

2. Fluency

Fluency is about how to fluent students use the target language orally. Fluency includes reasonable fast speed of speaking and only a small number of pauses. 3. Grammar

Grammar is about the structure of the language. As stated by Heaton (1978:5) that explains grammar as the students’ ability to manipulate structure and to distinguish inappropriate grammatical form in appropriate ones.

4. Vocabulary

Vocabulary refers to the words used in a language. Phrases, clauses, and sentence are built up by vocabulary. In short, vocabulary is very important

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because without words we cannot speak at all (Wilkins, 1983). 5. Comprehension

Comprehension for oral communication requires subject to respon to speech as well as to initiate it. This aspect is the important one in speaking itself. The good speaking requires that the message listener hear should be similar to the message we spoke, students should be able to create sentence with the correct arrangement of word order to make it comprehensible.

The researcher adopted the oral ability speaking scale proposed by Heaton (1978) that had been used as the scoring standard for the students’ speaking ability. This aspects of speaking proposed by Heaton (1978) are still related to elements of speaking which mentioned by Harris (1974) above. According to Heaton (1978:99), there are some criteria for analyzing oral ability, they are pronunciation, fluency, and comprehensibility.

1. Pronunciation

Pronunciation is the way people pronounce the words. Pronunciation refers to be the person’s way of pronunciation words. One who learns English as foreign language must be able to use English pronunciation as well as other skill (Ostles,1985).

2. Comprehensibility

Comprehension of speaking is really important when we do speaking. Comprehension denotes the ability of understanding the speaker’s intention in general meaning (Heaton, 1991).It means that if person can speak or express their words to another person and the other persons can give respond and also understand the aims, it show that the speaking is comprehensible.

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3. Fluency

Fluency refers to the one who expresses quickly and easily (Ostles, 1985). It means that when a person can create the dialogue to another, the other can give respond well without any difficulty.

In this research, those aspects above can be used by researcher to measureand analyze students’ speaking. If those aspects can be fulfilled by the students, the speaking can be said good.

2.2. Teaching Speaking

The mastery of speaking skills in English is a priority for many second-language or foreign-language learners. Jesperson (1987:23) states that the essence of language is human activity in the part of individual to make himself understood by another. From the statement above, the writer can say that language is an essential part in human life to communicate with others. Therefore, it needs appropriate methods in teaching speaking. Teaching speaking is the way from teacher to teach their emotions, communicative needs, and how to interact to other person in any condition or situation. In teaching speaking, we cannot only teach the spoken language but also the situation should be considered. The teacher teaches speaking by carrying out the students to certain situation.

Teaching speaking is how to use language for communication, expressing the idea or transferring the meaning to other people. Teaching itself means transferring knowledge to person while speaking means to make use of words in ordinary voice, so teaching speaking is giving instruction to a person in order to communicate.

Harmer (1990) says that the aim of teaching speaking is to train students for communication. The goal of teaching speaking skills is to communicate efficiency in

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certain situations, so learners should be able to make themselves understood, using their current proficiency to be fullest. Students can speak in the situation what they deal with. The teacher teaches speaking by carrying out the students in certain situation when the topic is being talked about. Teacher can give the familiar topic for student, so that students can improve their ideas and have an oral command of the language need to describe the topic.

In brief, the researcher assumes that in teaching speaking, teacher should give the occasion to students to use their speaking skill in real situation without being ashamed or afraid of making mistakes in communicating their ideas, feeling, and experiences to the other.

2.3. Role Play Technique

Role Play is a type of drama activities. Role-playing as a teaching strategy offers several advantages for both teacher and student. Hilles (1988) states that role play is dramatization of real life situation in which the student to the types of situation they likely to encounter inside or outside of the classroom. Harmer (1983) states that in role play we add the element of giving the participants information about who are they, and what are they think and feel.

Based on the statement above, Lansen-Freeman (1986) states that role play is very important in communicative approach because it give students an opportunity to practice communicating in different social roles.

Meanwhile Laduse (1995) illustrates that when students assume ‘a role’ they play a part in specific situation, ‘play’ means that is taken on in safe environment in which students

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are as inventive and playful as possible. Therefore, by doing role play , students can learn for how play role based on the imaginary situation. For example, students can become a pilot, a princess, a millionare, a dancer, etc. Those can also take on the opinions of someone else.

Functional language for a multitude of scenarios can be activated and practiced through role play in imaginary situation. At hospital, at station , looking for lost property are all possible in role play. We can see so many kind examples of the application of role play technique in practicing to communicate in social role. For example, when we are at hospital, we do role play activity as a patient, a nurse, or a doctor, etc to communicate one each other. It based on our “role play” situation in daily activities. When we are at market, we do role play as seller, customer, shop keeper or butcher, etc. From those explanation above, the researcher views that role play involves the imagination based on the situation itself. So that, students are expected to improve dialogue and creating a real world in scenario. It aims that the students to encourage thinking and creativity. Let’s students develop and practice new language. They can create the motivation and involvement necessary for learning to occur.

2.4. Role Play Technique in Teaching Speaking

One of ways to get students to speak is role-play. Students act like they are in various social contexts and have the variety of social roles. Edge (1993) states that the other point to make is that role play can always be used as a simple practice activity in information exchange if that is the limited investment that students want to make in it.

Role play requires careful preparation to make it successful. Teacher should also reduce the level of abstract ion or complexity so that the students may become directly involved with underlying concepts. If students find it difficult to determine skills which

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model sexual health, they could observe successful role modelor ask experts to suggest approaches. Be aware that some students may feel threatened or self-conscious. Using humor can help dispel embarrassment. Using role-plays that exaggerate weak responses might break the ice.

Ladusse (1995) explains that there are several types of role in teaching speaking. The first is the role which correspond to a real need in the students’ lives. The second category of role is the students play themselves in a variety of the situations which may or may not have direct experiences. The third type is the type that few students will never experience directly themselves but it is easy to play because the teachers have such vast indirect experience of them.

In case of role play activities, according to Bryne (1986), role play can be grouped into two forms; scripted and unscripted role play. In details, those types of role play activities described as follows :

1. Scripted Role Play

This type involves interpreting either the text book dialogue or reading text in the form of speech. The main function of the text after all is to convey the meaning of language items in a memorably way.

2. Unscripted Role Play

In contrast to scripted role play, the situations of unscripted role play do not depend on text book. It is known as a free role play or improvisation. The students themselves have to decide what language to use and how the conversation should develop. In order to do this activity, good preparation from teacher and students are necessary.

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Based on Ma’ruf (2012), his research has found that using unscripted is appropriate in role play. Teacher give the role and the situations, and then students can improve the dialogue based on their own concept.This way can help students, so that students can express their speaking ability without rivet on script in every aspect of speaking.

2.5. Procedures of Teaching Speaking through Role Play Technique

There are several procedures done to implement Role Play in teaching speaking Based on Klippel (1984) the procedure of playing Role Play in the class is dividing into : Pre Activity, While Activity, and Post Activity. Here is the example of procedures of teaching speaking through Role Play :

Activities :

1. Pre activities

 Teacher greets the students.

 Teacher checks the attendance list.

 Teacher brainstorms the students related the topic that will be learnt. 2. While activities

 Teacher defines the definition of invitation.

 Teacher introduces expression of making, accepting, and refusing an invitation.

 Teacher shows to students how to invite (as a model)

 Teacher asks the students to divide class into five groups.

 Teacher asks the students in group to make the invitation based on the topic from teacher.

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about the invitation that they have made.

 Teacher asks the other students to give comment or suggestion about the performance.

 Teacher gives suggestion to each performance of group.

 Teacher decides the best performance . 3. Post activities

 Teacher gives comments and explain the necessary things, such as the pronunciation, the expression, etc.

 Teacher provides a chance to ask questions and answers.

 Teacher concludes the materials.

 Teacher closes by saying greeting.

There was the explanation about procedures of Teaching Speaking through Role Play Technique. Based on the explanation above, the researcher expects that the concept of role play itself will be implementable.

2.6. Advantages and Disadvantages of Role Play Technique

Several reasons for using role play in teaching speaking quoted from Ladusse (1987) as follows :

1. A very wide variety of experience can be brought into the classroom and we can train our students in speaking skill in any situations through role play.

2. Some people are learning English to prepare for specific roles in their lives. It is helpful for these students to have tried out and experimented with the language they will require in the friendly and safe environment of a classroom.

18

only as a passive learners because they can actively involved in the learning process and create the students to improve their speaking.

4. Perhaps the mostimportant reason forusingrole play isthatitisfun. Role play is fun because the students can play and act like an actress or actor, they can improve their conversation based on the situation and show their performance in front of the class.

According to procedures that have been explained above, the researcher resumes the weaknesses of Role Play Technique as follows :

1. The teacher cannot monitor every student in the class carefully because the role play’s activity is noisy. Students will be noisy for preparing their speaking performance.

2. It spends much of time during the teaching learning process. Role play can be time consuming to prepare, students have to make the outline and improve their speaking based on the outline. They need to practice with their pair and then show their conversation in front of class.

Both of strength and weaknesses should be made as a consideration for teachers in order to improve the effectiveness of teaching learning process. By seeing the weaknesses it is expected that teachers enable to create the environment of the teaching learning process more enjoyable in order to avoid discomfort and students’ embarrassment.

2.7. Theoretical Assumption

It can be assumed that speaking is an important part of second language learning and teaching. In teaching speaking, there are so many technique can be used in teaching learning process. The use of interesting way is necessary for teaching speaking and role

19

play can be used in teaching speaking. It can attract students and also get the goal about language. Role play can be an interesting technique in teaching speaking. The researcher assumes that teaching English through role play will give the improvement to students’ speaking ability and also the aspects of speaking itself. One of the theories states that by doing role play, students can learn how to do role play based on the imaginary situation. Role play involves the imagination based on the situation itself. By doing those activities, students are expected to improve dialogue, creating a real world in their scenario and then influent the speaking itself. It means that role play can encourage thinking, creativity, and also the fluency aspect of students’ speaking skill. It can help student to speak more and motivate them to speak. So that, role play can give meaning practically about the fluency gave by teacher.

2.8. Hypothesis

Based on the theoretical assumption above, the researcher formulates the hypothesis as follow :

1. There is animprovement of students’ speaking ability after being taught through Role Play Technique.

2. The most increased aspect of students’ speaking ability through Role Play technique is fluency.

III. RESEARCH METHODS

This research is intended to find out whether Role Play Technique can be used to improve students’ speaking ability. This chapter includes the research design, the population and sample, data collecting technique, research procedures, validity and reliability of test, and criteria for evaluating students’ speaking ability, data analysis and hypothesis testing.

3.1. Design

The research was a quantitative research. The researcher used experimental design. In this research, the researcher used one class as experimental and it took randomly. So the researcher used the One-group pretest-posttest design, in which there was one group (Setiyadi: 2006) in order to find the problem of the students by using role play technique. The class got the treatments from the researcher and also got pretest and posttest. Pretest was given before the treatment was conducted and then post test gave after treatment was conducted. The research design can be presented as follow:

21

NOTE : T1 : Pre Test T2 : Post Test

X : Treatment by using components of Role Play Technique. (Setiyadi,2006 :133)

In conducting this research, the researcher used inter-rater reliability and computed the average score the oral test of the pre test and post test.

3.2. Population and Sample

The population of this research was the Third Year students of SMAN 6 Bandar Lampung. The researcher used purposive sample in selecting subjects of this research. In purposive sampling the researcher choosed subject based on identification of the problem and justification (Setiyadi: 2006:44). The sample was selected by using random sampling and one class as subject which consists of 36 students in that class. In choosing subject, the researcher looks at the quality of the class so the researcher expected students can help the researcher answer the research questions.

3.3. Data Collecting Technique In collecting data the researcher uses:

1.Pre Test

In this oral test, the students assigned to practice dialogue concerning topics of expressing admitting, blaming, or offering something. To do this, they might make group in pairs and then the conversation was taken based

22

on the situation available. Every group performed in front of the class and gave maximal time 5 minutes for each group. The researcher recorded their conversation.

2.Post Test

In this oral test, the students are assigned to practice dialogue concerning topics. To do this, the researcher made the lottery for their post test performance. The lottery was made about the role and situation. The lottery was taken randomly and then they might take the conversation based on the role and situation in the lottery. And then, the conversation recorded by the researcher.

3.4. Research Procedures

In collecting the data, the researcher will use the following steps :

1. Selecting speaking material

In selecting speaking material the researcher used the syllabus at Third Grade of SMAN 6 Bandar Lampung on KTSP which was the curriculum used by the school. The topics chosen were “Promising something, Apologizing, Giving Opinion” in the form of dialogue.

2. Determining the Instrument of the Research

The instrument of the research was speaking test. The researcher conducted the speaking test for pre test and post test. These tests aimed

23

at gaining the data that was the students’ speaking achievement score before the treatment and after the treatment in performing short dialogue.

3. Determining the population and sample

The population of the research was the students of SMAN 6 Bandar Lampung. The samples would be the first grade students, there were around 30-40 students. They were multi-culture and different social economic status. The class was taken one class as sample randomly.

4. Conducting Pre Test

Pre test was given before the researcher applied the treatments. The test is speaking test in the form of dialogue. The material tested was in the form of dialogue and based on KTSP. Pretest was administered to find out how far the competence of the students in speaking skill before treatment.

5. Giving Treatment

The researcher presented the material for treatment through applying Role Play Technique. There were three times treatments in this research. Each treatment would be held for 80 minutes.

6. Conducting Post Test

The researcher administered the post test after treatment, which last 80 minutes. It aimed to know the progress of students’ speaking achievement after being given the treatment by using the components of

24

Role Play Technique. In conducting the post test the researcher provided some topics and let them made a short dialogue in pair based on the topics provided. The test would be done orally and directly. The teacher called each pair one by one in front of the class to perform their dialogue. The researcher asked the students to speak clearly since their voice was recorded during the test.

3.5 Criteria of Good Test

The test can be said have a good quality if it has a good validity and reliability.

1. Validity

Validity refers to the extent to which the test measured what was intended to measure. This means that it related directly to the purpose of the test. According to the Hatch and Farhady (1982;281) there two basic types of validity; content validity and construct validity. The validity of the pretest and posttest in this research related to the content validity and construct validity of the test.

Content validity was the extent to which a test measures a representative sample of the subject meter content, the focus of content validity was adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982).

25

Construct validity was concernedon whether the test was actually in line with the theory of what it means to the language. It means that the test measured certain based on the indicator.

The researcher combined both of those validities above to find out the valid test. The researcher processed the speaking test based on the KTSP curriculum. She checked the standard competence and also the indicator to achieve the valid test which was qualify. Then the researcher adapted those kinds of validity and used the indicator to created the speaking test. We could see that by applying the curriculum, standard competence and also the indicators, the researcher proved the test can be measured and it was valid.

2. Reliability

Reliability is another essential characteristic of a good test. Reliability of a test can be defined as the extent to which a test produces consistent result when administered under similar conditions (Hatch and Farhady, 1982;243). And the reliability of language test was concerned with the degree to which it can be trusted to produce the same result upon repeated administration to the same value of a learning variable being measured.

Reliability of the pre and post test were examined by using statistical measurement proposed by Shohamy (1985;213).

26

The statistical formula is:

R=1-6.(∑d2) N.(n2-1)

Notes:

R : Reliability

N : Number of the students

d : The difference of the rank correlation

1-6 : Constant number

The Standard of Reliability

A. a very low reliability ranges from 0.00 to 0.19

B. a low reliability ranges from 0.20 to 0.39

C. an average reliability ranges from 0.40 to 0.59

D. a high reliability ranges from 0.60 to 0.79

E. a very high reliability ranges from 0.80 to 1.00

Slameto (1998: 147)

The researcher used inter-rater reliability in this research as purpose to ensure the realibility of scores and to attend the subjectivity of the research. According to

27

Ercan (2008), Inter-rater reliability was designed to observe the consistency in locating landmarks of the same or different rater replication on two three dimensional forms. Based on the Stemler (2007), Inter-rater reliability that was uniformly agreed upon in the statistical literature, there were generally two meanings associated with the term. It used when scores of their test are independently estimated by two or more jugdes or raters. It means there was another person who gave score besides the writer herself.

After calculating the data, the result of the reliability can be seen as the following table :

3.1. Table of Reliability Result

Pre-Test Post-Test Criteria

Reliability 0.90 0.99 Very High

Reliability

From calculating and see the result of computation by using Shohamy’s formula showed that reliability of Pretest was 0.90 (see appendix 17) and the reliability of Posttest was 0.99 (see appendix 18). After seeing the reliability of Posttest, it showed the reliability was 0.99 and it means that the criteria of reliability belongs to very high level. After seeing the result of reliability pretest and posttest, it indicated that the data collecting instrument was reliable.

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In this research, components of speaking that were observed while using role play in the teaching speaking process were pronunciation, fluency, and comprehension. According to Heaton (1978:99), there are some criteria for analyzing oral ability as follow :

3.1. Table of Speaking Rating Scale

Score Pronunciation Fluency Comprehensibility

80-89

Pronunciation is only very slightly influenced by the mother tongue. Two or three minor grammatical and lexical errors.

Speaks without too great an effort with a fairly wide range of expression . Searches for words occasionally but only one or two unnatural pauses.

Easy for the listener to understand the speaker intention and general meaning. Very few interruption or classification required.

70-79

Pronunciation is slightly

influenced by the mother tongue. A few minor grammatical and lexical errors but most utterances are correct.

Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural.

The speaker’s intention

and general meaning are fairly clear. A few interruption by the listener for the sake of.

60-69

Pronunciation is still moderately influenced by the mother tongue but no serious phonological errors. A few grammatical and lexical errors but only one or two major errors causing confusion.

Although he has no make an effort and search for the words, there are not too many unnatural pauses. Fairly smooth delivery mostly.

Occasionally fragmentary but succeeds in

conveying the general meaning. Fair range of expression.

Most of what the speakers says is easy to follow. His intention is always clear but several interruption are necessary to help him to convey the message or to seek clarification.

50-59

Pronunciation is influenced by the mother tongue but only a few serious phonological errors. Several grammatical and lexical errors, some of which cause confusion.

Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.

The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand many of the speaker’s more complex or longer sentences.

40-49

Pronunciation seriously

influenced by the mother tongue which errors causing a

breakdown in communication.

Many ‘basic’ grammatical and

lexical errors.

Long pauses while he searches for the desired meaning. Frequently fragmentary and halting deliver. Almost gives up making the effort at times. Limited range of expression.

Only small bits (usually short sentences and phrases) can be understood and then with considerable effort by someone who is used to listening to the speaker.

29

30-39

Serious pronunciation errors as

well as many ‘basic’ grammatical

and lexical errors. No evidence of having mastered any of the language skills and areas practiced in the course.

Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort. Very limited range of expression.

Hardly anything of what is said can be understood. Even when the listener makes a great effort or interrupts, the speaker is unable to clarify anything he seems to have said.

After finding and also doing the speaking test, the researcher analyzed and found that the speaking test was reliable. It seem from the consistently and the similarity of the result between two raters. The first rater is the researcher and the second rater is the English teacher of XII IPA 2.Both of them found that there was the speaking improvement by using role play as the technique. There was a little differences score between two raters. It can be seen from the total score of Pretest from Rater 1 was 2514 and Rater 2 was 2590. After Pretest, the researcher administered Posttest and the total score from Rater 1 was 2683 and Rater 2 was 2700. In the end the researcher found there were the increasing of reliability coefficient pretest and posttest. It was from 0.90 to 0.99. It was a very high reliability. Those proved that the speaking test was reliable.

3.6. Analyzing the Data

To analysis the data, the researcher comparing the average score (mean) of the pretest and posttest to know whether there is an improvement teaching speaking English through Role Play.

30

Where:

: mean

∑x: total score

N: number of students

In getting the data, the researcher used the instrument. The instrument was speaking test.

 Speaking Test

The researcher used speaking test for collecting data. The instrument will be used for pretest and posttest. Pretest will be administered before the treatment in order to identify how far the students’ achievement in speaking. And posttest will be administered after presenting the treatment in order to identify the improvement of students’ speaking achievement. The items of pretest and posttest are different. 3.7. Data Analysis

In order to know whether there was an improvement of role play technique, the researcher examined the students’ score using these following steps:

1. Scoring the pretest and posttest.

2. After getting the raw score, the researcher tabulated the results of the test and the score of the pretest and posttest were calculated. Then the researcher used SPSS to calculate mean of pretest and posttest to see

31

whether there was an influence or not after the students are taught using Role Play Technique.

3. The tabulated result of the pretest and posttest were known by drawing the conclusion. Researcher used statistical computerization in example repeated measures T-test of Statistical Package for Social Sciences (SPSS) for windows version 15 to test whether there is an influence or not.

3.8. Hypothesis Test

The hypothesis testing was used to prove whether the hypothesis proposes in this research is accepted or not. The hypotheses were analyzed by using repeated measures T-test of Statistical Package for Social Sciences (SPSS) for windows. The hypothesis was formulated as follows:

H0 : There’s no significant improvement of students’ speaking ability after being taught using Role Play at SMAN 6 Bandar Lampung.

H1 : There’s the significant improvement of students’ speaking ability after being taught using Role Play at SMAN 6 Bandar Lampung.

H0 : The most increasing aspect of students’ speaking ability through Role Play technique is vocabulary.

H2: The most increasing aspect of students’ speaking ability through Role Play technique is fluency.

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This chapter has discussed about the method of the research which consist of research design, subject of the research, research procedure, criteria of good test, instrument, analyzing the data, data analysis, and hypothesis test.

V. CONCLUSION AND SUGGESTION

This chapter discusses some points relating to the result after conducting the research. And there were the final findings which deals with conclusion and suggestion as follow:

5.1 Conclusion

Having conducted the researcher at the third grade of SMAN 6 Bandar Lampung and analyzing that data, the researcher would like to state conclusion as follow:

1. There was a significant improvement towards role play teachnique. It can be proved that 11.1 % students scored 60-69, and 88.9% students 70-79. There was a significant improvement of students` speaking ability before and after pretest and postetst after being taught by role play technique. It can be proved by the increase of students` mean score in the pretest and posttest. The result of posttest is higher than the result of pretest. There was an increase from the average score of the pretest (69.83) to posttest (74.52). The result of hypothesis test show that the hypothesis was accepted (p<0.05). It mans that there was a significant improvementstudents` speaking ability after being taught by role play technique.

52

2. In terms of fluency, this aspect was improved the most from the othersspeakingskillaspects. It can be proved from the pretest and posttest. It can be seen that the increase score in pronunciation was 4.08 point, in fluency 5.83 point, and in comprehensibility 4.39 point. So, we can conclude that fluency was the speaking skill aspectwhich improved the most after being taught role play as the technique.

5.2 Suggestion

Considering the findings of the research, the researcher would like to recommend some suggestion as follow:

1. Since there was an improvement of students’ speaking ability, the researcher is suggested the English teacher to use this role play as the

technique to improve and increase students’ speaking ability.

2. For the teacher who wants to implement this technique for teaching speaking, it is better to give brainstorming to active students’ background knowledge.

3. The students were suggested to practice speaking in daily activity, especiallyduring learning activities of English subject.

4. Teacher is difficult to handle big class in applying this technique. So that, the teacher should be able to manage the class by giving more attentions to students. It can be done by monitoring students’ activity frequently, whether they are active or not during the teaching leaning activity. The teacher should walk around and also pay attention for each student. We

53

can observe for every student who are not really active. This is suggested to stimulate the students by giving more interesting material.

REFERENCES

Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Ltd.

Byrne, Donn. 1986. Teaching Oral English: Longman Handbooks for English Teacher. Singapore: Longman Group.

Brown, H. Douglas. 2000. Teaching by Principle: An Interactive Approach in Language Pedagogy. The 2nd Edition. New York: Addition Wesley Longman Inc.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition. New York: Harper & Row Publisher, Inc. Harmer, Jeremy. 1998. How to Teach English. USA: Longman Inc.

Harris, David. 1974. English as Second Language. New York: MC. Graw-Hill Inc. Hatch, Evelyn, and Farhady, Hossein. 1982. Research Design and Statistic for Applied

Linguistics. Rowley: Newburry House Publishers Inc.

Heaton, J.B. 1978. Writing English Language Test. London: Longman.

Heaton, J.B. 1991. Language Testing Modern English Publications. London: Longman Hilles, Marianne, and Celce-Muria. 1988. Technique and Resources in Teaching

Grammar. New York: Cambridge University Press.

Klippel. 1984. The Procedure of Playing Role Play in The Class. Michigan: Ann Arbort The University of Michigan Press.

Lado, Robert. 1976. Language Testing. London: Longman.

Ladusse, Gillian Porter. 1995. Role Play: Resources Books for Teacher Series. Oxford: University Press.

Larsen Freeman, D. 1986. Techniques and Principles in Language Teaching. Oxford: University Press.

Ma’ruf, Tangzilal Imam. 2012. The Role of Role Play Technique in Improving Students’ Speaking Performance At The First Year of SMAN 1 Natar. Bandar Lampung: Lampung University, Unpublished Script.

55

Mujiono. 2012. The Implementation of Role Play in Increasing Students’ Spraking Ability At The Second Grade of SMK PGRI 1 Kota Agung. Bandar Lampung: Lampung University, Unpublished Script.

Setiyadi, Ag. Bambang. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Shohamy, Elena. 1985. A Practical Handbook in Language Testing for The Second Language Teacher. Tel Aviv University.

Tarigan, Guntur Henry. 1982. Speaking is the Instrument of Language. Jakarta: Rineka Cipta.

Yulitasari, Feni. 2010. The Use of Role Play Technique in Improving Students’ Speaking Achievement at The Eight Grade of SMPN 6 Bandar Lampung. Bandar Lampung: Lampung University, Unpublished Script.

32

This chapter has discussed about the method of the research which consist

of research design, subject of the research, research procedure, criteria of good test,

V. CONCLUSION AND SUGGESTION

This chapter discusses some points relating to the result after conducting the

research. And there were the final findings which deals with conclusion and

suggestion as follow:

5.1 Conclusion

Having conducted the researcher at the third grade of SMAN 6 Bandar Lampung

and analyzing that data, the researcher would like to state conclusion as follow:

1. There was a significant improvement towards role play teachnique. It

can be proved that 11.1 % students scored 60-69, and 88.9% students

70-79. There was a significant improvement of students` speaking

ability before and after pretest and postetst after being taught by role

play technique. It can be proved by the increase of students` mean

score in the pretest and posttest. The result of posttest is higher than

the result of pretest. There was an increase from the average score of

the pretest (69.83) to posttest (74.52). The result of hypothesis test

show that the hypothesis was accepted (p<0.05). It mans that there

was a significant improvementstudents` speaking ability after being

52

2. In terms of fluency, this aspect was improved the most from the

othersspeakingskillaspects. It can be proved from the pretest and

posttest. It can be seen that the increase score in pronunciation was

4.08 point, in fluency 5.83 point, and in comprehensibility 4.39 point.

So, we can conclude that fluency was the speaking skill aspectwhich

improved the most after being taught role play as the technique.

5.2 Suggestion

Considering the findings of the research, the researcher would like to recommend

some suggestion as follow:

1. Since there was an improvement of students’ speaking ability, the researcher is suggested the English teacher to use this role play as the technique to improve and increase students’ speaking ability.

2. For the teacher who wants to implement this technique for teaching

speaking, it is better to give brainstorming to active students’ background knowledge.

3. The students were suggested to practice speaking in daily activity,

especiallyduring learning activities of English subject.

4. Teacher is difficult to handle big class in applying this technique. So that,

the teacher should be able to manage the class by giving more attentions to

students. It can be done by monitoring students’ activity frequently, whether they are active or not during the teaching leaning activity. The

53

can observe for every student who are not really active. This is suggested

REFERENCES

Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Ltd.

Byrne, Donn. 1986. Teaching Oral English: Longman Handbooks for English Teacher. Singapore: Longman Group.

Brown, H. Douglas. 2000. Teaching by Principle: An Interactive Approach in Language Pedagogy. The 2nd Edition. New York: Addition Wesley Longman Inc.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to LanguagePedagogy 2nd Edition. New York: Harper & Row Publisher, Inc. Harmer, Jeremy. 1998. How to Teach English. USA: Longman Inc.

Harris, David. 1974. English as Second Language. New York: MC. Graw-Hill Inc. Hatch, Evelyn, and Farhady, Hossein. 1982. Research Design and Statistic for Applied

Linguistics. Rowley: Newburry House Publishers Inc.

Heaton, J.B. 1978. Writing English Language Test. London: Longman.

Heaton, J.B. 1991. Language Testing Modern English Publications. London: Longman Hilles, Marianne, and Celce-Muria. 1988. Technique and Resources in Teaching

Grammar. New York: Cambridge University Press.

Klippel. 1984. The Procedure of Playing Role Play in The Class. Michigan: Ann Arbort The University of Michigan Press.

Lado, Robert. 1976. Language Testing. London: Longman.

Ladusse, Gillian Porter. 1995. Role Play: Resources Books for Teacher Series. Oxford: University Press.

Larsen Freeman, D. 1986. Techniques and Principles in Language Teaching. Oxford: University Press.

Ma’ruf, Tangzilal Imam. 2012. The Role of Role Play Technique in Improving Students’ Speaking Performance At The First Year of SMAN 1 Natar. Bandar Lampung: Lampung University, Unpublished Script.

55

Mujiono. 2012. The Implementation of Role Play in Increasing Students’ Spraking Ability At The Second Grade of SMK PGRI 1 Kota Agung. Bandar Lampung: Lampung University, Unpublished Script.

Setiyadi, Ag. Bambang. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Shohamy, Elena. 1985. A Practical Handbook in Language Testing for The Second Language Teacher. Tel Aviv University.

Tarigan, Guntur Henry. 1982. Speaking is the Instrument of Language. Jakarta: Rineka Cipta.

Yulitasari, Feni. 2010. The Use of Role Play Technique in Improving Students’ Speaking Achievement at The Eight Grade of SMPN 6 Bandar Lampung. Bandar Lampung: Lampung University, Unpublished Script.