Escolar Documentos
Profissional Documentos
Cultura Documentos
x 100%
P =
x 100%
P = 11%
The third step is to know the percentage of students score
who passed the KKM (65) in posttest 1. It is calculated by using as
follows:
P = X100%
P = X100%
P = 36.11%
From that calculation, the class percentage which pass the
KKM is 36.11%. it means that in the cycle 1 of CAR, there are 13
students who passed the KKM and there are 23 students whose
score are below the KKM. The students improvements which pass
the KKM is 25% (36.11% - 11.11%). Even though it is still needed
more improvement because it could not achieve yet 75% as the
target of success CAR.
Furthermore, in the cycle 2 of CAR the writer also
calculates the result of posttest 2 to know further the score
49
improvement either from the result of pretest or posttest 1. There
are three steps to know this improvement. Those are to calculate
the mean score of the class, to percentage of the students
improvement score, and to calculate the class percentage which
pass the KKM (65).
Firstly is to calculate the mean score of the class in posttest
2. The calculation using as follows:
=
=
= 71.80
From the calculation, the mean score of posttest 2 is 71.80.
It means that there are some students improvement scores (8.8)
from the mean of posttest 1 (63).
The second step is to know the calculation of the
percentage of students improvement score. Here, the writer
computes by using the formula:
P = x 100%
P =
x 100%
P =
X 100%
P = 44.09 %
50
Based on that computation, it could be seen that the
posttest 2 improves 44.09% from the pretest or 7.98 % from the
posttest 1 (44.09 36.11).
The last step is the writer tries to get the class percentage
whose score pass the KKM. It uses the calculation as following:
P = F x 100%
N
P = 32 x 100%
36
P = 88.88%
From that calculation, the class percentage is 88.88%. It
means that in the cycle 2 there are 32 students who pass the
KKM and there are only 4 students are below the KKM. The
class percentage of posttest 2 shows some improvements from
the previous test; the improvement is 77.77% from the pretest
(11.11%) or 52.77% from the class percentage of posttest 1
(36.11%).
b. The result of Questionnaire
Based on the questionnaire that was given to the students
after accomplishing the second action of cycle 2, it was gained
the students response toward the learning process using role
play technique in speaking. The response is presented in the
following table:
51
Table 4.2
Students Questionnaire Result
Indicator
Statement
Value
Percentage Conclusion
Teacher
performance and
professionalism in
the teaching and
learning process
4 40.06% Positive
3 52.94%
2 5.38%
1 1.59%
Students interest
toward the material
by using role play
technique
4 50.25% Positive
3 42.23%
2 4.54%
1 2.96%
From the table above it is known the students response
toward the learning activity that had done shows almost all students
agree to the teachers professionalism and performance during the
learning activities. They also admitted that they got more interested to
use role play technique to improve their speaking skill.
B. The Interpretation of the Questionnaire, Observation Checklist, and
the Test Result
1. The Interpretation of the Questionnaire
To know the students response toward the teaching learning activity
during CAR, the writer provided a questionnaire that consists of 25
questions in four scales answer. The calculation of the result of the
questionnaire the writer had done several steps as follow:
a. First, the writer tabulated the frequency of the answer on each
question.
b. Second, the writer calculated the percentage of the answer using the
formula:
51
Table 4.2
Students Questionnaire Result
Indicator
Statement
Value
Percentage Conclusion
Teacher
performance and
professionalism in
the teaching and
learning process
4 40.06% Positive
3 52.94%
2 5.38%
1 1.59%
Students interest
toward the material
by using role play
technique
4 50.25% Positive
3 42.23%
2 4.54%
1 2.96%
From the table above it is known the students response
toward the learning activity that had done shows almost all students
agree to the teachers professionalism and performance during the
learning activities. They also admitted that they got more interested to
use role play technique to improve their speaking skill.
B. The Interpretation of the Questionnaire, Observation Checklist, and
the Test Result
1. The Interpretation of the Questionnaire
To know the students response toward the teaching learning activity
during CAR, the writer provided a questionnaire that consists of 25
questions in four scales answer. The calculation of the result of the
questionnaire the writer had done several steps as follow:
a. First, the writer tabulated the frequency of the answer on each
question.
b. Second, the writer calculated the percentage of the answer using the
formula:
51
Table 4.2
Students Questionnaire Result
Indicator
Statement
Value
Percentage Conclusion
Teacher
performance and
professionalism in
the teaching and
learning process
4 40.06% Positive
3 52.94%
2 5.38%
1 1.59%
Students interest
toward the material
by using role play
technique
4 50.25% Positive
3 42.23%
2 4.54%
1 2.96%
From the table above it is known the students response
toward the learning activity that had done shows almost all students
agree to the teachers professionalism and performance during the
learning activities. They also admitted that they got more interested to
use role play technique to improve their speaking skill.
B. The Interpretation of the Questionnaire, Observation Checklist, and
the Test Result
1. The Interpretation of the Questionnaire
To know the students response toward the teaching learning activity
during CAR, the writer provided a questionnaire that consists of 25
questions in four scales answer. The calculation of the result of the
questionnaire the writer had done several steps as follow:
a. First, the writer tabulated the frequency of the answer on each
question.
b. Second, the writer calculated the percentage of the answer using the
formula:
52
c. After getting the percentage of the answer of each question, the writer
tabulated the percentage of the answer based on the indicators.
d. Then, after comparing the tabulation of those answers, the writer
analyzed the evaluation of the indicators which is aimed to know the
category of the respondent. Then, the result can be seen as follow:
Questionnaire Strength indicator 1 = x 100%
= 1527 x 100%
1920
= 79.5%
Questionnaire Strength indicator 2 = x 100%
= 1638 x 100%
2080
= 78.75 %
Based on the calculation above, it proves that the response of the
students toward the teacher professionalism and their interest in learning
speaking by using role play technique is 75.00% and 78.75% that mean it
falls into the strong and very strong category.
2. The Interpretation of the Observation Checklist
a. The Interpretation of the Observation Checklist for the Students
Based on the result of the students participation in speaking class
through observation checklist, it was indicates the students participation
gradually increase from the pre observation into the second cycle.
52
c. After getting the percentage of the answer of each question, the writer
tabulated the percentage of the answer based on the indicators.
d. Then, after comparing the tabulation of those answers, the writer
analyzed the evaluation of the indicators which is aimed to know the
category of the respondent. Then, the result can be seen as follow:
Questionnaire Strength indicator 1 = x 100%
= 1527 x 100%
1920
= 79.5%
Questionnaire Strength indicator 2 = x 100%
= 1638 x 100%
2080
= 78.75 %
Based on the calculation above, it proves that the response of the
students toward the teacher professionalism and their interest in learning
speaking by using role play technique is 75.00% and 78.75% that mean it
falls into the strong and very strong category.
2. The Interpretation of the Observation Checklist
a. The Interpretation of the Observation Checklist for the Students
Based on the result of the students participation in speaking class
through observation checklist, it was indicates the students participation
gradually increase from the pre observation into the second cycle.
52
c. After getting the percentage of the answer of each question, the writer
tabulated the percentage of the answer based on the indicators.
d. Then, after comparing the tabulation of those answers, the writer
analyzed the evaluation of the indicators which is aimed to know the
category of the respondent. Then, the result can be seen as follow:
Questionnaire Strength indicator 1 = x 100%
= 1527 x 100%
1920
= 79.5%
Questionnaire Strength indicator 2 = x 100%
= 1638 x 100%
2080
= 78.75 %
Based on the calculation above, it proves that the response of the
students toward the teacher professionalism and their interest in learning
speaking by using role play technique is 75.00% and 78.75% that mean it
falls into the strong and very strong category.
2. The Interpretation of the Observation Checklist
a. The Interpretation of the Observation Checklist for the Students
Based on the result of the students participation in speaking class
through observation checklist, it was indicates the students participation
gradually increase from the pre observation into the second cycle.
53
The students participation improvement in speaking class can be
seen in the following table:
Table 4.3
The Students Participation in Speaking during CAR
Skills Pre
Observation
Cycle 1 Cycle 2 Improvement
Participation
in class
16.66% 47.22% 94.44% 77.78%
Participation
in
conversations
22.22% 30.55% 94.44% 72.22%
Participation
in discussions
19.44% 36.11% 88.88% 69.44%
Giving oral
presentations
(perform)
13.88% 44.44% 86.11% 72.23%
Pronunciation 19.44% 22.22% 91.66% 72.22%
Fluency 25.00% 38.88% 88.88% 63.88%
Feeling
confident
about
speaking
11.11% 72.22% 88.88% 77.77%
The explanations of the table above are as follow: first, the
improvement of the students participation during CAR is 77.78%.
Second, the improvement of the students participation in conversation
during CAR is 72.22%. Third, the improvement of the students in class
discussion during CAR is 69.44%. Fourth, the improvement of the
students performance during CAR is 72.23%. Fifth, the improvement
54
of the students pronunciation is 72.22%. Next, the improvement of the
students fluency is 63.88%. At last, the improvement of the students
confidence to speak in the front of the class during CAR is 77.77%.
The improvement of the students skills above means that the
implementation of role play in speaking class has successfully improve
the students participation in speaking class.
b. The Interpretation of the Observation Checklist for the Teacher
Related to the result of observation checklist for the teacher in the
first cycle, the teacher delivered the material by combine the native and
target language. Next, when asking the information from the students,
the teacher conducted it by predicted way. Meanwhile, in giving request
to the students, the teacher used psebo request. Furthermore, there was
minimal sustained speech during teaching and learning process.
Moreover, the teacher responded the students participation in a form
reaction. At last, the teacher used various utterances in teaching and
learning process such as correction, explanation, and comment.
Meanwhile in the second cycle, the teacher still delivered the
material by using the target language, but in a certain occasion the
teacher using the native language in order to make the students clearly
about the explanation given. Next, when asking the information from
the students, the teacher conducted it by unpredicted way. Meanwhile,
in request to the students, the teacher used genuine request.
Furthermore, there was maximal sustained speech during teaching and
learning process. Moreover, the teacher responded the students
participation in the form of message. At last, the teacher used various
utterances in teaching and learning process such as message, correction,
repetition, paraphrase, comment, explanation, and clarification request.
It can be concluded that the teachers performance in delivering the
material is gradually increase proven by the target language used,
information gap, sustained speech, and the teachers utterances.
55
3. The Interpretation of the Test Result
The interpretation of the data results among the pretest, the posttest
of cycle 1 and the posttest of cycle 2 are as following:
In the pretest, the mean score of students on speaking test before
carrying out CAR is 56.77. It is students speaking score before they use
role play technique. Meanwhile, the class percentage which pass the KKM
is 11.11%. It means that there are only 4 students who are able to pass the
KKM (65) and there are 32 students are out of the target.
Next, the mean score in the posttest of cycle 1 is 63.30. It means
that there are some students score improvement from the previous test
(pretest), that is 6.53 (63.30 56.77) or 25%. Meanwhile, the class
percentage which pass the KKM in posttest 1 is 36.11%. It shows there are
13 students who pass the KKM and there are 23 students whose score still
under KKM. However, it is still needed more improvement because it
could not achieve the target yet of success CAR, that is 75% (or at least 27
students) from the class percentage. That is why the writer and the teacher
continue to the second cycle.
Furthermore, the mean score in the posttest of second cycle is
71.80. It shows the students improvement score 8.5 (71.80- 63.30) from
the posttest 1 (63.30) or 52.77%. Meanwhile, the class percentage which
pass KKM is 88.88%. It means there are 32 students whose score pass the
KKM and there are 4 students are under the target of KKM. This class
percentage shows some improvement 77.77% from the pretest (11.11%) or
52.77% from the posttest 1 (36.11%) in the class percentage. The posttest
of cycle 2 has fulfilled the target of CAR success, that is above 75%
students could pass the KKM. It can be said that CAR is success and the
cycle of CAR is not continued.
56
CHAPTER V
CONCLUSION AND SUGGESTION
After conducting the whole steps of this Classroom Action Research,
the writer will give some conclusions as the result of this research.
Furthermore, related to the conclusion the writer also gives some suggestions.
However, before the writer concludes the result of study and contributes her
suggestions, she would like to present the summary of this research.
The writer would like to sum up this research. This research uses the
Classroom Action Research (CAR) method in which to identify the problem
on students speaking ability. It is initiated through the observation in the
VIII.1 class of SMP PGRI II Ciputat, which is considered as the class whose
speaking ability is low. The amount of students of that class is 36. In this
Classroom Action Research, the writer implements the Kurt Lewins design
which consists of four phases. Those are planning, acting, observing, and
reflecting. Meanwhile, the data is derived from the test, questionnaire, and
observation.
56
57
Moreover, related to the test result, there was 25% improvement of
students mean score from pretest to the posttest of the first cycle. In the
pretest, there were four students who passed the KKM. Meanwhile, in the
result of posttest in cycle 1, there were 13 or 36.11% students in the class who
passed the KKM considering their mean score of test is 63.30. Next, based on
the result of the posttest in cycle 2, there were 32 students or 88% students in
the class who passed the KKM considering their mean score 71.80. It is
showed that the students have significant improvement; the improvement can
be seen from the score that gets higher, from pretest, posttest 1, and posttest 2.
A. Conclusion
Based on the research conducted in VIII.1 class of SMP PGRI II
Ciputat, The writer concluded that role-playing activity can improve students
speaking ability showed by the score they get. Furthermore, from the students
response toward the teaching and learning activity during CAR, it is proved
that the response of the students toward the teacher professionalism and their
interest in learning speaking using role play technique is 75.00% and 78.57%
that means it falls into the strong and very strong category. It can be concluded
that the students like role play technique. Moreover, the observation checklist
showed that the students seemed braver and more confident in speaking. It
proven by their participation in the class conversations, discussions, perform
in the front of the class, pronunciation, fluency and feeling confident about
speaking.
B. Suggestion
In this part, the writer would like to give some suggestions to be
considered by English teacher as follows:
a. Role play technique would be very helpful to improve students ability in
speaking, so the teacher needs to maintain using role play technique as
alternative technique of the teaching process in the second year students of
Junior High School.
58
b. The teacher should give clear explanation and instruction in directing her
students using role play.
c. The teacher should control the students activities.
Finally, the writer realizes that this research still have some
weakness and mistakes. Therefore, the writer would like to accept any
constructive suggestion to make this research better.
59
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62
APPENDICES
63
Appendix 1
STANDAR KOMPETENSI DAN KOMPETENSI DASAR KELAS VIII
SEMESTER 1
Berbicara
3. Mengungkapkan makna dalam
percakapan transaksional dan
interpersonal lisan pendek
sederhana untuk berinteraksi
dengan lingkungan sekitar.
3.1 Mengungkapkan makna
dalam percakapan transaksional
(to get things done) dan
interpersonal (bersosialisasi)
sederhana dengan menggunakan
ragam bahasa lisan secara akurat,
lancar, dan berterima untuk
berinteraksi dengan lingkungan
sekitar yang melibatkan tindak
tutur: meminta, memberi,
menolak jasa, meminta, memberi,
menolak barang, mengakui,
mengingkari fakta, dan meminta
dan memberi pendapat.
3.2 Memahami dan merespon
percakapan transaksional (to get
things done) dan interpersonal
(bersosialisasi) sederhana dengan
menggunakan ragam bahasa lisan
secara akurat, lancer, dan
berterima untuk berinteraksi
dengan lingkungan sekitar yang
melibatkan tindak tutur:
mengundang, menerima dan
menolak ajakan, menyetujui/tidak
64
menyetujui, memuji, dan
memberi selamat.
4. Mengungkapkan makna dalam
bentuk teks lisan fungsional
dan monolog pendek
sederhana yang berbentuk
descriptive dan recount untuk
berinteraksi dengan
lingkungan sekitar.
4.1 mengungkapkan makna dalam
bentuk teks lisan fungsional
pendek sederhana dengan
menggunakan ragam bahasa lisan
secara akurat, lancar, dan
berterima untuk berinteraksi
dengan lingkungan sekitar.
4.2 mengungkapkan makna
dalam monolog pendek sederhana
dengan menggunakan ragam
bahasa nista secara akurat, lancar,
dan berterima untuk berinteraksi
denganlingkungan sekitar dalam
teks berbentuk descriptive dan
recount
65
Appendix 2
LESSON PLAN 1
Subject : English Speaking
Theme : Asking and giving opinions
Class : VIII.1
Time : 2 X 40 minutes
A. Objectives
1. Terminal Objective
After completing the lesson students are able to use the expression of
asking and giving opinions in daily activities.
2. Enabling Objective
Students can understand and able to use the expression of asking and
giving opinions in dialogue as role play.
Students can make the expression of asking and giving opinions by
their own sentences in dialogue.
Students are able to speak by using the expression of asking and giving
opinions in the front of the class.
B. Material, Sources and Teaching aids
1. Material : asking and giving opinions
2. Sources : English on Sky 2 for Junior High School Students Year
VIII
3. Teaching aids: hand out
C. Teaching Procedure
1. Lead in Stage
Teacher greets and asks the students condition
Teacher introduces new material by giving example of dialogue and
related vocabulary items
66
2. Presentation Stage
Teacher explains the students about the situation and condition when
asking and giving opinions
Teacher writes the example how to make expression of asking and
giving opinions and how to pronounce it
Teacher gives the students time to ask if they do not understand
3. Practice Stage
Teacher divides students into group of two and gives the script of
dialogue that contains some expression of asking and giving opinions
to each group
Teacher asks them to practice and memorize the dialogue
Teacher chooses the group to perform
Students perform in the front of the class
Teacher gives feedback to the students after finishing their
performance
4. Closure
Teacher reviews todays lesson
Teacher closes the lesson
Cut ----------------------------------------------------------------------------------------------
Read the following dialogue then practice the dialogue and perform a role play in
front of your class.
Dialog 1:
Maylie : Hay, Alisa. How is it going today?
Alisa : Oh, hi Maylie. Well, to tell you about the truth, I am quite
sleepy now.
Maylie : Yeah, I noticed that you have been yawning. What did you do
last night?
Alisa : I stayed up late night. I watched a new film on DVD , Troy.
67
Maylie : So, how was it?
Alisa : Its a cool film. Brad Pitt was so lovely. How about you? What
do you think about it?
Maylie : I didnt like it. I think its boring.
Dialog 2
Bara : Hi, Mentari. Where are you going anyway?
Mentari : Oh, Hi Bara. Im going to the library.
Bara : Oh, Hey, maybe you can also borrow teenlit or chicklit there?
Mentari : Well, I think thats impossible, Bara. Because I dont like those
books. In my opinion, the stories are not so interesting and
sometimes theyre so boring.
Bara : I see. According to me, the books are okay. The stories are
based on the everyday facts in teenagers life.
Mentari : then, we have different opinion about it, Bara. And I appreciate
your opinion.
68
Appendix 3
LESSON PLAN 2
Subject : English Speaking
Theme : Asking and giving opinions
Class : VIII.1
Time : 2 X 40 minutes
A. Objectives
1. Terminal objective
After completing the lesson students are able to use the expression of
asking and giving opinions in daily activities.
2. Enabling objective
Students can understand and able to use the expression of asking and
giving opinions in dialogue as role play.
Students can make the expression of asking and giving opinions by
their own sentences in dialogue as role play.
Students are able to speak by using the expression of asking and giving
opinions in the front of the class
B. Materials, Sources, and Teaching aids
1. Material : asking and giving opinions
2. Sources : English on Sky 2 for Junior High School Students Year
VIII
3. Teaching aids: pictures and hand out
C. Teaching Procedures
1. Lead in stage
Teacher greets and asks the students condition
69
Teacher reviews the previous lesson using pictures related to the topic
2. Presentation stage
Teacher explains the students about what they are going to learn or to
do
Teacher gives cues by giving vocabulary, grammar, idiomatic
expressions and sentences that might be used in conversation
Teacher demonstrates how the conversation might occur
3. Practice stage
Teacher divides class into group of two and gives role card to each
group
Students make a dialogue about asking and giving opinions based on
the role card
Teacher checks students work
Teacher chooses the group to perform
Students perform role play in the front of the class
Teacher gives feedback to the students after finishing their
performance
4. Closure
Teacher summarizes the material with students
Teacher closes the lesson
70
Pictures for Lead in stage:
As we know that jogging is good for our healthy. What do you think about
Jogging?
have you ever seen avatar movie? What do you think about it?
What is your view about doraemon cartoon movie?
71
Act the role card with your fried!
You and your friend talk about your friends hairstyle. You think that it
is out of date. Meanwhile, in your friends opinion, it is cool. Give
some reasons to support your opinions.
You and your friend discuss about harry potter movie. In your opinion,
the book is more interesting than its movie. However, according to
your friends opinion, the movie is more interesting. Give some
reasons to support your opinions.
You and your friends discuss about Indonesian dance such as srimpi
and gambyong. In your opinion, it is very out of date. Nevertheless, in
your friends opinion, as the young generation we have to make it
everlasting. Give some reasons to support your opinion.
You and your friend talk about bring cellular phone to school. In your
opinion, bring cellular phone in school should be forbidden. Whereas,
in your friends opinion, the schools principal should allows students
to bring it. Give some reasons to support your opinions.
72
Appendix 4
The Questions of Pre-Test
The test 1: (interview)
Good Afternoon/Hello/Hi
1. What is your name?
2. Could you spell it?
3. How are you?
4. Can you speak English?
5. Do you like speaking English?
6. What do you do?
7. What will you say if you want to ask an opinion?
8. What will you say if you want to give an opinion?
9. What will you say if you agree with someones opinion?
10. What will you say if you want to decline someones opinion?
73
Appendix 5
The Questions of Post-Test 1 and Post- Test 2
The Test 2: (Role Playing)
Create a dialogue based on the role card and perform in the front of the class!
You and your friend discuss
about playing video games.
In your friends opinion, it is
very interesting. On the other
side, you think that it is
wastes lots of time. Give
some reasons to support your
opinion.
You and your friend were in
canteen and discussing about
Facebook. In your opinion,
facebook is very helpful.
Meanwhile, your friend thinks
that there are no advantages
on it. Give some reasons to
support your opinion.
Imagine both of you were at
the cinema and have already
seen Spiderman movie. You
like it because you think it is
great. Your friend does not
like it because it is boring.
Give some reasons to support
your opinion.
You and your friend discuss
about using the internet. In
your friends opinion, it is
very useful. However, in
your opinion, the internet is
useless. Give some reasons
to support your opinion.
You and your friend talk
about studying abroad. In
your view, studying abroad is
very important and
prestigious. However, in your
friends opinion, it just
wastes lots of money because
there are many qualified
school in Indonesia.
You and your friend talk
about Indonesian movie
today. In your opinion, it
shows good improvement.
Meanwhile, in your friends
opinion, Indonesian movie
still bad. Give some reasons
to support your opinion.
74
Appendix 6
The Procedures of the Test
Test 1 (Pre-Test)
The test is done in front of the teacher desk. It means the students face the
teacher.
5. The teacher calls students one by one and gives the questions of the test 1.
6. The student answers what the teacher asked.
Test 2 (Post-Test 1 and Post-Test 2)
(Role Playing)
1. The teacher gives the instruction of the test 2.
2. The teacher shows some envelopes, which contains some role cards.
3. The students (in pair) take 1 role card.
4. The students act out as role play based on the role card.
75
Appendix 7
The Students Speaking Score of Pretest, Posttest 1, Posttest 2
NO Name
Score of pre
test
Score of
posttest 1
Score of
posttest 2
1. S1 55 64 74
2. S2 57 63 76
3. S3 55 65 75
4. S4 55 58 64
5. S5 54 57 62
6. S6 56 65 74
7. S7 56 58 63
8. S8 58 66 76
9. S9 56 65 76
10. S10 56 60 73
11. S11 55 60 70
12. S12 55 61 71
13. S13 54 66 74
14. S14 53 66 76
15. S15 57 60 72
16. S16 55 58 71
17. S17 60 61 70
18. S18 66 70 75
19. S19 55 58 61
20. S20 56 61 70
21. S21 58 67 74
22. S22 58 69 72
23. S23 57 59 72
24. S24 65 67 73
25. S25 53 60 72
76
26. S26 55 63 71
27. S27 56 63 70
28. S28 51 63 72
29. S29 57 69 74
30. S30 56 60 71
31. S31 68 70 74
32. S32 57 64 71
33. S33 53 63 73
34. S34 56 66 71
35. S35 67 73 77
36. S36 53 61 75
77
Appendix 9
Angket Ranah Afektif Siswa
A. DATA RESPONDENT/SISWA
No. Angket :
Nama :
Kelas :
Nama Sekolah :
B. PETUNJUK
1. Pada angket ini terdapat 25 pertanyaan. Pertimbangkan baik-baik setiap
pertanyaan dalam kaitannya dengan pembelajaran Bahasa Inggris,
kemudian jawablah dengan jujur sesuai dengan keadaan yang sebenarnya.
2. Berilah tanda checklist () untuk jawaban yang tepat sesuai pendapat anda
sendiri.
3. Angket ini dibuat hanya untuk kepentingan ilmiah dalam rangka
penelitian. Oleh karena itu, jawaban anda dijamin kerahasiaannya dari
siapapun. Terima kasih.
Keterangan pilihan Jawaban:
SS : Sangat Setuju
S : Setuju
TS : Tidak Setuju
STS : Sangat Tidak Setuju
A. Profesionalitas Guru
No Pernyataan SS S TS STS
1. Pelajaran Bahasa Inggris yang saya terima selama
ini cukup memberikan latihan speaking.
2. Saya mudah memahami materi bahasa inggris
yang disampaikan oleh guru karena metode
mengajarnya yang menyenangkan.
3. Saya menjadi mengerti ketika belajar bahasa
inggris karena pendekatan pembelajaran yang
diterapkan oleh guru.
4. Saya merasa memperoleh cukup rasa percaya diri
dengan teknik role play yang diberikan oleh guru.
5. Saya menjai lebih kreatif dalam speaking dengan
teknik role play yang diberikan oleh guru.
78
6. Guru memberikan penjelasan dengan jelas
bagaimana bermain peran dengan teknik role play.
7. Guru berkeliling kelas untuk mengecek dan
membantu kesulitan siswa selama proses belajar
mengajar.
8. Guru memberikan cukup waktu untuk menghafal
dan berlatih dialog sebelum perform di depan
kelas.
9. Saya memperoleh umpan balik yang cukup dari
guru untuk mengetahui tingkat keberhasilan
kinerja saya
10. Guru memberikan kesimpulan materi pada setiap
akhir pembelajaran.
11. Penggunaan teknik bermain peran (role play) baik
diterapkan dalam pembelajaran speaking.
B. Minat Siswa
No Pernyataan ST S TS STS
12. Saya senang dengan pelajaran Bahasa Inggris
13. Saya senang dengan pelajaran Bahasa Inggris
terutama Speaking.
14. Saya senang berbicara menggunakan bahasa
inggris.
15. Saya senang mempelajari pelajaran Bahasa
Ingggris lebih mendalam.
16. Saya bertanya kepada guru jika ada materi yang
belum dipahami.
17. Pada pelajaran Bahasa Inggris banyak hal yang
membangkitkan rasa ingin tahu saya.
18. Saya sering terlibat (berpartisipasi) dalam
percakapan ketika proses pembelajaran
berlangsung.
19. Materi yang disampaikan guru menarik perhatian
saya.
20. Saya merasa tertarik belajar speaking dengan
menggunakan teknik role play.
21. Saya sangat antusias ketika berlatih dan menghafal
naskah dialog yang diberikan.
22. Saya sangat antusias ketika bermain peran dan
79
tampil didepan kelas.
23. Saya merasa senang ketika bermain peran karena
teman-teman dan guru memberikan umpan balik
atas kinerja saya.
24. Saya menjadi lebih percaya diri berbicara
menggunakan bahasa inggris setelah diajar dengan
menggunakan teknik role play.
25. Minat saya dalam berbicara menggunakan bahasa
inggris meningkat setelah diajar dengan
menggunakan teknik role play.
80
Appendix 10
RESULT OF QUESTIONNAIRE
number 1otally
Agree (A)
ulsagree 1otally
Statement value
Sub
ol Agree (SA) (u) ulsagree (Su) 1otal
Cuestlon l l l l lx4 lx3 lx2 lx1
1 2 3.33 23 69.44 2 3.33 7 19.44 28 73 4 2 109
2 2 3.33 21 38.33 10 27.77 3 8.33 36 63 6 3 108
3 11 30.33 18 30 1 2.77 6 16.66 44 34 2 6 106
4 12 33.33 17 47.22 3 13.88 2 3.33 48 68 10 2 128
3 7 19.44 19 32.77 8 22.22 2 3.33 28 37 10 2 97
6 4 11.11 23 69.44 4 11.11 3 8.33 16 73 8 0 99
7 10 27.77 19 32.77 3 8.33 4 11.11 40 37 6 0 103
8 8 22.22 20 33.33 2 3.33 6 16.66 32 60 4 1 97
9 18 30 13 36.11 3 8.33 2 3.33 72 39 6 0 117
10 13 41.66 13 41.66 3 8.33 3 8.33 60 43 2 3 110
11 18 30 12 33.33 3 13.88 1 2.77 72 36 6 0 114
1ota| X |nd|cator
1
40.06X S2.94X S.38X 1.S9X 1ota| Score of Ind|cator 1 1188
12 14 38.88 18 30 2 3.33 2 3.33 36 34 4 2 116
13 16 44.44 14 38.88 4 11.11 2 3.33 64 42 8 2 116
14 16 44.44 17 47.22 1 2.77 3 8.33 64 31 2 3 120
13 19 32.77 14 38.88 1 2.77 2 3.33 76 42 2 2 122
16 6 16.66 20 33.33 3 8.33 7 19.44 24 60 6 7 97
17 11 30.33 16 44.44 4 11.11 3 13.88 44 48 8 3 103
18 12 33.33 14 38.88 3 13.88 3 13.88 48 42 10 3 103
19 19 32.77 11 30.33 3 8.33 3 8.33 76 33 6 3 118
20 6 16.66 21 38.33 4 11.11 3 13.88 24 63 8 3 100
21 14 38.88 16 44.44 3 8.33 3 8.33 36 48 6 3 113
22 18 30 13 41.66 1 2.77 2 3.33 72 43 2 2 121
23 17 47.22 14 38.88 2 3.33 3 8.33 68 42 4 3 117
24 16 44.44 13 41.66 2 3.33 3 8.33 64 43 4 3 116
23 13 41.66 18 30 1 2.77 2 3.33 60 34 2 2 118
1ota| X |nd|cator
2
S0.2SX 42.23X 4.S4X 2.96X 1ota| Score of Ind|cator 2 1S84
81
Appendix 11
Observation for the Teacher (Cycle 1 of CAR)
School : SMP PGRI II Ciputat
Teachers Name : L
Subject : English
Date of Visit : October 12
th
, 2010
Coder :-
Teacher Verbal Interaction
Target
Langu
age
Information
Gap
Sustained
Speech
Reaction
to Form/
message
Incorporation of Teacher
Utterances
Asking info /
Giving
Request
L
1
L
2
P
r
e
d
i
c
t
U
n
p
r
e
d
i
c
t
P
s
e
b
o
R
e
q
u
e
s
t
G
e
n
u
i
n
e
R
e
q
u
e
s
t
M
i
n
i
m
a
l
S
u
s
t
a
i
n
e
d
F
o
r
m
M
e
s
s
a
g
e
C
o
r
r
e
c
t
i
o
n
R
e
p
e
t
i
t
i
o
n
P
a
r
a
p
h
r
a
s
e
C
o
m
m
e
n
t
E
x
p
l
a
n
a
t
i
o
n
C
l
a
r
i
f
i
c
a
t
i
o
n
R
e
q
u
e
s
t
E
l
a
b
o
r
a
t
i
o
n
R
e
q
u
e
s
t
82
Appendix 12
Observation for the Teacher (Cycle 2 of CAR)
School : SMP PGRI II Ciputat
Teachers Name : L
Subject : English
Date of Visit : October 26
th
, 2010
Coder :
Teacher Verbal Interaction
Target
Langu
age
Information
Gap
Sustained
Speech
Reaction
to Form/
message
Incorporation of Teacher
Utterances
Asking Info/
Giving
Request
L
1
L
2
P
r
e
d
i
c
t
U
n
p
r
e
d
i
c
t
P
s
e
b
o
R
e
q
u
e
s
t
G
e
n
u
i
n
e
R
e
q
u
e
s
t
M
i
n
i
m
a
l
S
u
s
t
a
i
n
e
d
F
o
r
m
M
e
s
s
a
g
e
C
o
r
r
e
c
t
i
o
n
R
e
p
e
t
i
t
i
o
n
P
a
r
a
p
h
r
a
s
e
C
o
m
m
e
n
t
E
x
p
l
a
n
a
t
i
o
n
C
l
a
r
i
f
i
c
a
t
i
o
n
R
e
q
u
e
s
t
E
l
a
b
o
r
a
t
i
o
n
R
e
q
u
e
s
t
83
Appendix 13
Assessing the Students Progress
(Before Implementing CAR)
Name Skills
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
l
a
s
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
o
n
v
e
r
s
a
t
i
o
n
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
G
i
v
i
n
g
o
r
a
l
p
r
e
s
e
n
t
a
t
i
o
n
s
P
r
o
n
u
n
c
i
a
t
i
o
n
F
l
u
e
n
c
y
F
e
e
l
i
n
g
c
o
n
f
i
d
e
n
t
a
b
o
u
t
s
p
e
a
k
i
n
g
Progress
S1 _
S2 _ _ _ _
S3 _ _ _ _ _ _
S4 _
S5 _
S6 _ _ _ _ _
S7 _
S8 _ _ _ _ _
S9 _ _ _ _
S10 _ _
S11 _ _
S12 _ _ _
S13 _ _ _
S14 _ _ _ _
S15 _
S16 _ _ _
S17 _ _ _ _
84
Name Skill
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
l
a
s
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
o
n
v
e
r
s
a
t
i
o
n
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
d
i
s
c
u
s
s
i
o
n
s
G
i
v
i
n
g
o
r
a
l
p
r
e
s
e
n
t
a
t
i
o
n
s
P
r
o
n
u
n
c
i
a
t
i
o
n
F
l
u
e
n
c
y
F
e
e
l
i
n
g
c
o
n
f
i
d
e
n
t
a
b
o
u
t
s
p
e
a
k
i
n
g
S18
S19 _
S20 _ _
S21 _ _ _
S22 _ _ _ _
S23 _
S24
S25 _ _
S26 _ _ _ _
S27 _ _ _
S28 _ _ _
S29 _ _ _ _
S30 _ _
S31
S32 _ _ _
S33 _ _ _
S34 _ _ _
S35
S36 _ _ _
Total
Percentage
16.66
%
22.22
%
19.44
%
13.88
%
19.4
4%
25
%
11.11
%
85
Appendix 14
Assessing the Students Progress
(Cycle 1 of CAR)
Name Skills
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
l
a
s
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
o
n
v
e
r
s
a
t
i
o
n
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
G
i
v
i
n
g
o
r
a
l
p
r
e
s
e
n
t
a
t
i
o
n
s
P
r
o
n
u
n
c
i
a
t
i
o
n
F
u
e
n
c
y
F
e
e
l
i
n
g
c
o
n
f
i
d
e
n
t
a
b
o
u
t
s
p
e
a
k
i
n
g
Progress
S1
S2
S3 _
S4 _
S5 _
S6
S7 _
S8
S9 _
S10
S11
S12 _
S13
S14
S15 _
S16 _
S17 _
Name Skills
86
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
l
a
s
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
o
n
v
e
r
s
a
t
i
o
n
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
d
i
s
c
u
s
s
i
o
n
s
G
i
v
i
n
g
o
r
a
l
p
r
e
s
e
n
t
a
t
i
o
n
s
P
r
o
n
u
n
c
i
a
t
i
o
n
F
l
u
e
n
c
y
F
e
e
l
i
n
g
c
o
n
f
i
d
e
n
t
a
b
o
u
t
s
p
e
a
k
i
n
g
S18
S19
S20
S21 _
S22
S23
S24
S25
S26
S27 _
S28 _
S29
S30 _
S31
S32 _
S33 _
S34 _
S35 _
S36 _
Total
Percentage
47.22
%
30.55
%
36.11
%
44.44
%
22.22
%
38.8
8%
72.22
%
87
Appendix 15
Assessing the Students Progress
(Cycle 2 of CAR)
Name Skills
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
l
a
s
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
c
o
n
v
e
r
s
a
t
i
o
n
s
P
a
r
t
i
c
i
p
a
t
i
o
n
i
n
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
G
i
v
i
n
g
o
r
a
l
p
r
e
s
e
n
t
a
t
i
o
n
s
p
r
o
n
u
n
c
i
a
t
i
o
n
f
l
u
e
n
c
y
F
e
e
l
i
n
g
c
o
n
f
i
d
e
n
t
a
b
o
u
t
s
p
e
a
k
i
n
g
Progress
S1 + + +
S2 + + + +
S3 + + + + + + +
S4 _ _ _ _ _
S5 _ _ _ _ _
S6 + + + +
S7 _ _ _ _ _
S8 + + + + + + +
S9 + + + + + + +
S10 + + +
S11 + + + +
S12 + + +
S13 + + + +
S14 + + + + + + +
S15 + + +
S16 + + +
S17 + + +
S18 + + + + + + +
S19
88
S20 + + + + + + +
S21 +
S22 + + +
S23 + +
S24 + + +
S25 + + + +
S26 + + +
S27 + +
S28 + + +
S29 + + + + +
S30 + + +
S31
S32
S33 + +
S34 + +
S35 + + + + + + +
S36 + + + + + +
Total
Percentage
94.44% 94.44% 88.88% 86.11% 91.66% 88.88% 88.88%