Improving the Students’ Speaking Achievement Through Role Play
ROZIQI, Tamam Ali
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Speaking is an important skill to be mastered in learning English. Kuśnierek (2015) says that being able to use a foreign language orally means that the speaker is able to communicate efficiently. Considering the importance of learning speaking, this classroom action research was conducted to improve the VIII C students’ speaking achievement. The preliminary study was done through an interview with the English teacher on 31st August 2017. Based on the result of the interview, VIII C was the class with the lowest speaking achievement from eight classes. There was only 11 students of 35 students (31.42%) who passed the minimum criteria which is 75. From the interview, it was found that the students had some problems in speaking such as lack of confidence, nervous, and afraid when speaking English. Based on the problem above, it is important to choose an alternative teaching technique to teach speaking. Thus, the researcher proposed role play technique in teaching speaking. Role play is a technique in which the students are given a certain role to act. Through role play the students will be absorbed in the speaking activity, making them forget that they are learning a new language. This classroom action research was done in a cycle which covered four steps namely planning of the action, implementing of the action, observing, and reflecting of the action. It was done in three meetings. During the implementation of the action which was done in two meetings, the researcher observed the students using observation checklist to monitor the process of teaching and the teacher implemented role play in teaching speaking. In the third meeting the researcher and the teacher administered a speaking test to know their speaking achievement after role play was implemented. The observation was done in the first and second meetings. There were three indicators observed in the first meeting which were paying attention to the teacher’s explanation, actively involved in group work, and asking for input. The result of observation in the first meeting showed that 35 of 35 students paid attention, 27 of 35 students actively involved, and 6 of 35 students asked for input. In the second meeting, there were three indicators too which were paying attention to others’ performances, asking for teacher’s feedback, and involving in the group performance. The result shows that 23 of 35 students paid attention, 16 of 35 students asked for feedback, and all students involved in the group performance. In the third meeting the researcher and the teacher conducted a speaking test to obtain the data of the students’ speaking achievement. The result showed that there were 20 of 34 students who passed the test (58.82%) with the mean score of 78.11. The minimum score required to pass the test was 75. In addition, the criteria of success of this research is 50%. Based on the result, it could be said that the use of role play could improve the VIII C students’ speaking achievement.