Improving the Speaking Skill of Grade VII Students at SMP Negeri 2 Sentolo Using Role-Play in the Academic Year of 2016/2017

Abstract

This action research aimed to improve the speaking skill of grade VII C students at SMP Negeri 2 Sentolo through the use of role-play technique in the 2016/2017 academic year. This research was conducted in two cycles, and each of which had three meetings. The research used the procedure of action research proposed by Kemmis and McTaggart (1988). The instruments used to collect data were an observation checklist, a questionnaire, an in-depth interview guideline, and a speaking assessment rubric. The data were qualitative and quantitative in nature. The qualitative data were collected through observing the teaching and learning process, as well as having interviews with the students, the English teacher and the research collaborator. The quantitative data were collected through assessing the students' speaking performances by using an assessment rubric. The qualitative data were analysed by assembling the data, coding the data, building interpretations, and the outcomes were reported. Meanwhile, the quantitative data were analysed using descriptive quantitative analysis. Based on the findings, the use of role-play technique successfully improved the students' speaking skill. The qualitative improvement could be seen from the students' more active participation in different class activities including discussions, question and answer session, doing the games, reading aloud, pronunciation drills, and performing the structured and unstructured role-plays. The role-play technique supported the students' speaking skill improvement as it stimulated the students to speak to each other. Another improvement of the students' speaking skill could be observed from the students' ability to generate their ideas to speak in English. The qualitative findings were supported by the quantitative data results. The results of the students' speaking score proved that the students' speaking skills improved. The mean of the students' speaking scores improved from 8 in the pre-test to 12 in the progress test and to 16 in the post-test. In addition, the students’ improvement was analysed in terms of their pronunciation, vocabulary mastery, fluency, grammar, interactive skills, the use of adjectives and the use of imperative words.

Keywords: Action research, improving, speaking skills, role-play.