The Writer’s Role on the Study The Time and Place of the Study The Research Design

at that class proving that they are not enthusiastic and not courage enough to involve in the speaking learning process. They were encountered with the hesitance of practicing the material as well as the drilling conducted by the teacher in the learning process. In the other words, the students have the problems with their confidence. Therefore, they could not cope with the class material. That is why they need an appropriate strategy to help them improve their speaking.

2. The Object of Study

The object of this study is role play technique to improve students’ speaking ability.

C. The Writer’s Role on the Study

In this role, the writer is not only as the observer whilst the action but also she makes a lesson plan and the assessment or test before CAR pre-test and after CAR post-test in each final cycle. Furthermore, the writer also collects and analyzes data then reporting the result of study. On the other side, the teacher carries out the action based upon the lesson plan has been made.

D. The Time and Place of the Study

This research is carried for 2 two months started from October up to November 2010. The place is in the VIII.1 class of SMP PGRI II Ciputat, academic year 2010 2011.

E. The Research Design

The Classroom Action Research CAR procedure used in this research is Kurt Lewin’s design. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting. Moreover, in this study the writer will conduct this classroom action research into two cycles. As stated by Arikunto that “Classroom action research should be implemented at least two cycles continuously”. 35 This means that a classroom action research should be conducted at least in two cycles. If the results are less satisfactory, researchers can perform the cycle once again in order to achieve the criteria that have been determined. In order to be clear, the writer would like to present a model of Action Research stated by Kurt Lewin in a figure below: Figure 3.1 Kurt’s Lewin’s Action Research Design 35 Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p.23. Planning Cycle I Observing Acting Reflecting Planning Cycle II Acting Reflecting Observing ? Figure 3.2 The Phases of Classroom Action Research that Modified by the Writer Adapted from Kurt Lewin’s Action Research Design CYCLE 1 CYCLE II Planning  Choose the appropriate material and topic related to the syllabus  Make the lesson plan  Prepare the observation checklist for the teacher and the students  Prepare posttest 1 Acting  Give expressions and vocabularies needed  Explain the instruction for practicing  Practice role play activity  Students perform role play in the front of the class  Evaluate and give general conclusion Observing  Observe the students’ participation  Observe the students’ achievement Reflecting  Evaluate the teaching and learning process  Analyze the students’ achievement  Revise the lesson plan for the next cycle Acting  Review the previous material  Give the new topic  Group work practice role play  Students perform role play in the front of the class  Evaluate and give general conclusion Planning  Revise lesson plan and modify the technique  Reselect the material  Prepare the observation checklist for the students and teacher  Prepare questionnaire and posttest 2 Observing  Observe the students’ achievement  Observe the students’ participation Reflecting  Analyze the students’ progress in speaking based on the score they get in posttest 2  Analyze the students’ response based on the questionnaire result

F. The Classroom Action Research Procedures: