THE EFFECTIVENESS OF USING ROLE PLAY TOWARDS THE SPEAKING SKILL OF THE EIGHTH GRADE STUDENTS AT SMPN 2 KALIDAWIR TULUNGAGUNG

FADILLA BELA OKTAVIASARI, 12203193040 (2023) THE EFFECTIVENESS OF USING ROLE PLAY TOWARDS THE SPEAKING SKILL OF THE EIGHTH GRADE STUDENTS AT SMPN 2 KALIDAWIR TULUNGAGUNG. [ Skripsi ]

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Abstract

Oktaviasari, Fadilla Bela (12203193040). The Effectiveness of Using Role Play Towards the Speaking Skill of the Eight Grade Students at SMPN 2 Kalidawir Tulungagung. A thesis of English Education Department, Faculty of Tarbiyah and Teacher Training, University State Islamic of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. H. Nursamsu, S.Pd.I., M.Pd. Keywords: Role Play, Speaking Skill This research is motivated by the obtacles encountered in the process of English speaking learning, These problems are difficulty using foreign languages, there is no motivation to practice the second language in everyday conversation, and they are also shy and afraid to take part in the conversation. To support speaking skills in students, a learning process is needed using effective and interesting methods to improve speaking skills. Researchers choose role play to find out whether the use of role play is effective or not in students' speaking skills, because using role play can encourage students to be as creative as possible because of the freedom given to them to dialogue and conversation for themselves. Therefore, most students are motivated to share and express their ideas during activities. This research has a focus problem namely, Does the Role-Play technique have a significant effect towards the speaking skill of the eighth grade students at SMPN 2 Kalidawir Tulungagung?. This research was quantitative method, aimed to improve the students’ speaking skills by using role play as strategy and To find empirical evidence of whether or not using the Role-play. The sample of this study was VIII-B which consist of 24 students of SMPN 2 Kalidawir Tulungagung. This research used pre-experimental design with one group pre-test and post-test. The pre-test and post-test were given to take score of the students’ speaking skill before and after being taught using role play. The researcher used pre-experimental design because the research wanted focus on one class by using pre-test and post-test. The test was given to students twice, namely pre-test and post-test, which were measured using role play. Before doing the treatments, the researcher gives a pretest After that, the researcher carried out the treatment in2 meetings, at the second meeting the researcher gave two examples of dialogue asking questions and giving opinions, then students chose one example of dialogue, then read it in pairs in front of the class. Then at the third meeting students were given role cards, then the researcher chose students randomly. Selected students are asked to act out roles based on the role cards chosen in pairs and answer the questions on the role cards. The results of this research indicate that teaching speaking using role playis effective. This is proven by data; student scores without using Role Play or pretest, minimum score 40 score 70; the score of students who use Role Play or post-test Is a minimum score of 60 and a maximum score of 88; The average student speaking score on the pre-test was51.42, while the average post-test score and maximumwas 75.08. These results answer the research question that teaching speaking using role play is effective. This is because role play uses familiar topics that occur around students' social lives, and also imitates events that occur every day, this makes students feel less nervous, and learning activities become more enjoyable. So, it can be concluded that the use of role play can make students more motivated in learning English, and can train students' speaking skills.

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