Consequently, usig role play as a technique in teaching speaking can give a lot of advantages in spite of the disadvantages of role play itself.
2.8 Theoretical Assumption
The researcher assumes that there is possibility that Role Play can improve
students speaking ability because Role Play is a technique that may be used to teach speaking. Besides that, it is an activity which helps students to use the target
language and allow them to say what they want to say. This activity is cognitively challenging. In addition, a Role Play activity builds students self-confidence.
Therefore, Role Play may be an effective technique for the student to improve their speaking ability.
2.9 Hypothesis
In this research, the researcher would find out the answer of the hypothesis below:
1. There is improvement in students’ speaking ability after being taught
through Role Play Technique. This is the hypothesis of this research.
III. RESEARCH METHOD
This research intended to find out whether Role Play technique can be used to improve students’ speaking ability or not. This chapter includes the research
design, the population and sample, data collecting technique step in collecting data, validity of the test, reliability of the test and hypotheses testing.
3.1 Research Design
This quantitative research which used one group pretest-posttest design Hatch
and Farhady, 1982:20. Hatch and Farhady stated that this design was an improvement over the one-shot case study because you have measured the gains
that the subjects have made rather than just looking at how well everyone did at the end. The researcher chose this design to find out whether if there is the
improvement of students’ speaking ability after being taught through role play technique at the first grade of SMPN 9 Bandar Lampung. There was one class as
the sample of the research. The research design is as follows: TI X T2
Notes: T1 : Pre-test
T2 : Post-test
X : Treatment by using Role Play technique
