68 order to give the students enough time to practice their speaking.
Then, after finished in practicing their speaking, the students worked on the next task. This time, each of the students were asked to pick two paper
consisted of their names and the role play cards. The purpose of this action was to make the students did not get the same partner and situation all the
time. Furthermore, after each of the students got their cards, they worked
with their pairs and discussed a certain topic that they took. The researcher gave 35 minutes for the students to create and practice the dialogue before
perform it in front of the class. The researcher also tried to help the students by correcting their wrong vocabulary, pronunciation, and grammar. Finally,
when the students were ready, the researcher called the name of the students randomly and recorded their performances.
Moreover, the researcher also did not forget to give feedback before closing the lesson. The researcher did not only give feedback as the
students performed in front of the classroom but also gave it individually. It was done while the researcher moved around the class to check the
students’ works. By doing so, the students could gain self-confidence and brave
enough to perform in front of the classroom.
c. Observation
The observation was done during the researcher implemented the action both on the first meeting and on the second meeting. The detailed of
the observation can be seen below.
69 a
First meeting During the first meeting, in order to attract the students’ interest, the
researcher used video to give example related to material being taught to the students. In this phase, the researcher did the pre-viewing, while-viewing, and
post- viewing activity in order to build the students’ vocabulary and
pronunciation ability. Furthermore, after showing the video to the students, the researcher
presented the material through slides power point. To give more chance for the students to practice their English and deepen their understanding, the
researcher asked them to create simple dialogues and answer some questions related to the dialogue given by the researcher. However, this time the
researcher was more focused on drilling the students ’ pronunciation because
they had got the similar material KD 1.2 in the previous meeting. The use of role play was also introduced by the researcher on the first
meeting of cycle I. Before the students were asked to perform the role play, the researcher gave the students worksheet that can be used to help them in
creating their role plays. This action can be seen on the field note below. ...Next, the writer introduced role play to the students. However, before
the students did role play, the students are asked to complete some missing word in the column of type of professions in order to enrich their
vocabulary and practice the pronunciation by checking in the dictionary... Field note 3
—Appendix A
70 Even though the students needed more time in creating their dialogue
and still too shy to perform in front of their friends, they seemed to enjoy the role play in the classroom. The following interview transcript showed that the
students enjoyed learning through the use of role play. Observer
: Halo dek. Menurut kamu pembelajaran bahasa Inggris kita hari ini gimana?
Student : Nyenengin Miss. Aku gak ngantuk jadinya.
Observer : Trus tadi kamu paham gak dek sama materi yang Miss
Indah jelasin? Student
: Paham Miss. Aku jadi lebih tau sekarang caranya nanya sama ngasih tau tentang pekerjaan, kebangsaan maupun
ciri-ciri fisik seseorang.
Observer : Bagus dek. Trus kamu suka gak tadi sama role play yang
Miss Indah kenalkan? Student
: Suka banget Miss. Biasanya kita gak pernah role play kaya gitu. Kalau tadi kan aku jadi bisa bebas bikin
dialognya. Berasa artis.
Observer : Oke dek, makasih ya.
Student : Iya Miss.
Interview 5 —Appendix B
b Second meeting
On the second meeting, the researcher did the scoring. This time, in order to remind the students
’ memory of the previous lesson, the researcher gave the students a task. The task was about asking them to create a dialogue
related to the previous lesson and practice it with their partner. Then, after the students were reminded of the previous lesson, the researcher asked them to
pick two cards consisted of their names and role play cards. However, fortunately the researcher needed more time in guiding the
students to do the role play. The students still difficult in creating their dialogue that made the researcher had to assist and give them more time
71 again. It could be seen that there was a problem with the time management.
Furthermore, the researcher still used bilingual communication to make the students got more understanding in this meeting. She sometimes used
Indonesian in giving instruction and discussing the tasks. This action can be seen on the field note below.
On the second meeting, the writer planned to do the scoring. Firstly, after the writer greeted the students and opened the class by saying a
prayer, the writer tried to remind the students with the previous lesson. The writer asked the students some questions such as, “What will you say
when you want to ask my nationality?” “Apa yang akan kalian katakan kalau ingin menanyakan kebangsaan Miss Indah?” Then some students
answered, “What is your nationality, Miss?” After that, the writer also asked some students to have a dialogue with his friend talking about
profession, nationality, and physical appearance and perform it in front of the class.
Field note 4
—Appendix A
d. Reflection
