1

I. INTODUCTION elements need to be mastered by the

At schools students have to learn students. Hammer (2001: 269) states that

four skill of English: listening, speaking, the ability to speak fluently emphasizes

reading, and writing, but out of four not only on the knowledge of language

skills, speaking seems intuitively the features but also on how the ability to

most important. According to Peraturan process information on the spot. When

Menteri Pendidikan Nasional Republik the learners are engaged in discussions,

Indonesia (Permendiknas) Nomor 23 the purpose of speaking here may be to

Tahun 2006, the aim of speaking in the express opinions, to persuade someone

curriculum is to make students able to about something or clarify information.

express meaning in transactional and In some situations, speaking is used to

interpersonal language in the daily life give instructions or to get things done,

context. They are also expected to be for example, to describe things or

able to express meanings of short someone, to complain about people’s

functional text and monologues in many behavior, asking and giving services and

kinds of texts like recounts and others. In the teaching an learning

narratives, either formally and process, the teachers give less attention

informally. to speaking. Therefore, if students do not

Speaking is a process to convey learn how to speak or do not get any

and sharing ideas and feelings orally. opportunities to speak in the language

Speaking involved some elements such classroom, they may soon lose their

as accuracy, appropriateness, fluency interest in learning. Students, who do not

and vocabulary building. All of those develop strong oral skills during the
 2

time, will find it difficult to keep pace SMP N 3 Kalibawang was 78.2, and

with their peers in later years. SMP N 4 Kertek was 76,2. That’s why,

In fact, the English instruction in the researcher decided to choose students

some Junior High Schools does not of SMP N 4 Kertek as the subject of the

demonstrate a satisfactory result. Many study.

students fail to reach the goal of the Based on the result of a class

English teaching. They are not able to observation that was conducted, the

communicate with the language either researcher found some problem related

orally or in a written from although they to the instructional activities in the

have learned English for many years. school. The problems can be identified

Many of learners in a speaking class are as follows: 1) the students have low

reluctant speakers. This reluctance is speaking ability; 2) the students have

partly due to their prior learning low motivation in learning English; 3)

experience. Many of them were educated the students have lack opportunity of

in a speak are severely limited. Others speaking exercise; and 4) the students

were taught in schools where speaking are unconfident to speak in public

was simply not encouraged. As the result II. UNDERLYING THEORIES

of first semester in academic year A. The Speaking

2016/2017, the researcher found the data Hammer (2001: 269) defines

of English’s achievements from some speaking ability as the ability to speak

schools. For example, the average of fluently presupposed not only

students’ English achievements of SMP knowledge of language features, but also

N 2 Leksono in the 8th grade was 77.0, the abilty tp process information and
 3

language ‘on the spot’. It requires the Motivation has a significant role

ability to cooperate in the management in teaching and learning process. The

of speaking turns and non-verbal students who have a higher motivation

language. It happens in the real situation will get a better opportunity to achieve

and his little time for detailed planning. the goal in their learning activities than

Therefore, the fluency is required to the lower one. Harmer (2011:3) states

reach the goal of the conversation. that motivation is an energy of students

B. The Students’ Motivation which come from inside encouraging

According to Santrock W.J.

themselves to do activity. It assumed
(2006,p.417), “motivation is the
that motivation is an essential of learning
processes that energize, direct, and
to achieve something. It is a process
sustain behavior”. It means that
which directs students to activity to get
motivation is the process in which pushes
goals.
and shows students to do something
C. The Motivation and Speaking
and keep on the activity continuously.
Ability
Motivated students will feel eager to
Motivation is energy of students come
achieve what they want with strong
from inside or outside which push
desire. It is similar with the idea of
themselves to do something. Motivation
Schunk (2012:58) that motivation is the
is considered as an essential part in
process of students to conduct activities
learning speaking ability. It affects
based on their goals and to keep them on
students’ ability to speak up. Motivated
straight away.
students will speak up eagerly without

feeling shy. Murcia (Murcia, op. cit., p.

 4

125) states in her book that to motivate D. Role Play

the acquisition of communication skill of According to Ladousse (1987: 9),

students and to provide real role play belongs to that category of

communication inside and outside of the language learning techniques sometimes

classroom are the goals of speaking. reffered to as low input-high output. This

Speaking is the essential skill means that teacher-centered presentation

among other language skills that must be phase of the lesson is very short and not

learned by English students. It is as the at all the same as it would be for

major criterion to consider that the controlled peactice drill. After a brief

English students’ competence is good or introduction, the students plunge into an

lack (Ibid, p. 126). The essential thing in activity in which accomplishing the task

speaking is practicing the language, is more important than using the exact

because practices make us perfect. This word, in which fluency predominates

skill is used by everyone to communicate over accuracy. Obviously, the language

in daily life whether at school or outside the students use does not come out of a

school. It is can be done by two or more top hat at the wave of a magic wand, and

people to communicate, to share must have been acquired at an earlier

information and to achieve a particular stage.

goals. However, based on the writer’s In fact, there are two ways of

observation in teaching speaking, many looking at language work in role play.

students feel shy to speak up in the Either students manage with the

classroom. language they know, or they practice

structures and functions that have been

 5

presented to them at an eralier stage of III. RESEARCH METHOD

the lesson or the course, in a free and A. Research Design

uncontrolled way. In the first situation, The design of this research is

when students just cope as best they can, action research. This action research

the teacher’s aim to bring them to the tries to identify the problem that

point of awareness at which the happened in the teaching and learning

necessity of acquiring certain structures class and then decides an action to

is evident, as these structures are of overcome the problems. In the research,

immethodical relevance. Students can the researcher indentified some problems

see how they could have put them to related to the students’ speaking skill.

good use. They will retain them all the Thus, she formulated the actions to solve

more easily because they are rooted in a the problem.

meaningful context. In the second In improving the students’ speaking

situation, role play is the active phase of skill, the researcher decided to conduct

learning and offers an opportuity for action research based on Kemmis and

students to make personal use of Mc. Taggard model as cited in Burn

language that has been presented to them (2010: 7-9).

formally. Role paly can be used in this From the processes in Figure 1, the

way right from the start in elementary researcher used the action research

classes. model developed by Kemmis and Mc.

Taggard. This model consists of four

main steps in each cycle : 1) planning; 2)

acting; 3) observing; and 4) reflecting.

 6

This study takes place in SMP In this case, the research uses the

Negeri 4 Kertek which is located in Jl. unstructure observation to get the real

Parakan Km 03, Candimulyo, Kertek, condition in teaching learning process.

Wonosobo. The location of the school is 2. Interview

about 10 km from the center of Before implementing the research, the

Wonosobo city. This school has 15 researcher interviews about the

classes (five of the ninth grade, five of students’ difficulties in the speaking

the eight grade, five of the seventh skill, students’ condition in speaking

grade). The research will be conduct at activity, and the kinds of strategies

VIII A of SMP Negeri 4 Kertek. The usually adopted by the teacher in

class is choosen because it has low score teaching speaking.

in the English especially in speaking. 3. Test

Besides, the students of SMP Negeri 4 The research uses the oral test for

Kertek, generally still have low speaking the students. The test used in this study

ability. in this study is the pre-test and the post-

A. Technique of Collecting Data test. The pre-test is done before

The data collected are in the form of implementing role play. It is used to

qualitative and quantitative data. measure students’ speaking ability at

Qualitative data consists of interview first. Meanwhile, the post-test was

and questionnaire and quantitative data implemented after using the role play.

consists of pre-test and post-test. 4. Questionnaire

1. Observation To get data of students’

motivation in learning speaking, the

 7

writer used questionnaires to get making checklist on the given answers.

students’ answers. Questionnaires are In answering the questionnaires, the

consisted of a number of questions students are asked to choose one of the

should be answered by respondents options by giving a mark or checklist.

asking about their actions and beliefs a. Technique of Analyzing Data The

(Dale H. Schunk, [Link]., Motivation in collected data in this research are

Education Theory, Research and analyzed in the form of qualitative

Applications. 2008. p. 14). The and quantitative data. It means that all

questionnaires are adopted from The data gather from the observations

Attitude/Motivation Test Batery during the teaching learning process,

(AMTB) by Gardner. Actually it consists field notes, tests, and interview before

of many items of statements involving and after the research are analyze

attitude and motivation but the qualitatively.

researcher only took 30 items which are The quantitative data of this

suitable with this study and modified the research are obtained from tests. There

questionnaires based on the context of are supporting data. The results of the

students. Therefore, the researcher only students’ speaking performance are

took motivation statements from AMTB analyzed to find out the means, medians,

and then translated into Indonesian and the class percentage of the students’

language. speaking performances.

The questionnaires are “closed”, IV. RESEARCH FINDINGS AND

it means the respondents are only DISCUSSIONS

choosing the best one on the items and After the researcher
 8

calculated the result of the pre- in order to know the

test, the researcher conducted improvement of the students

action research that applied speaking ability in cycle 2.

the role play technique in The mean score of the

improving the students’ students in post-test 2 is

speaking ability then the 75.81, and the improvement

researcher identified and of the students’ score from

calculated the result of post- post-test 1 to post-test 2 is

test 1. The mean score of 4.54 (75.81 - 71.27).

students in post-test 1 is Furthermore, it can be seen

71.27. It means the students’ that the improvement of the

improvement was 9.5 (71.27 - students speaking ability from

61.77) or 15.37%. pre-test to post-test is 14.04

Furthermore, the percentage of (75.81 – 61.77) or 22.72%.

students who passed the KKM Then, from the percentage of

is 40.90%. It showed that there the students who passed the

were nine students who passed KKM in post-test 2 is 77.27%,

the KKM and there are thirteen there were seventeen students

students who were below the who passed the KKM and five

KKM. students were under the

Next, after the researcher KKM, so it has met a

conducted the cycle 2, the criterion of the action

researcher did the post-test 2 success. Besides, the data of

 9

the questionnaire to know Next, after the researcher

students’ motivation was conducted the cycle 2, the

improved 6% on their researcher did the post-test 2 in

motivation to produce a word in order to know the improvement

English, and improved of the students speaking ability

significantly 5% on their in cycle 2. The mean score

motivation of the pretension to of the students in post-test 2

be able to learn especially is 75.81, and the improvement

speaking English. Besides, of the students’ score from

there was high correlations post-test 1 to post-test 2 is

shown on the research data, on 4.54 (75.81 - 71.27).

the 1st cycle the correlations Furthermore, it can be seen

between students’ motivation that the improvement of the

and students’ speaking ability students speaking ability from

was on high level with the value pre-test to post-test is 14.04

is 0,888. And in the 2 nd cycle of (75.81 – 61.77) or 22.72%.

the research, there is 0,843 Then, from the percentage of

also in high level. So, it is the students who passed the

proved that there is a strong KKM in post-test 2 is 77.27%,

correlation when the students’ there were seventeen students

motivation is high will affect to who passed the KKM and five

the students’ speaking ability to students were under the KKM,

be higher. so it has met a criterion of

 10

the action success. Besides, the [Link],

data of the questionnaire to IMPLICATIONS, AND

know students’ motivation was RECOMENDATION

improved 6% on their [Link]

motivation to produce a word in The first conclusion is, The

English, and improved research findings and

significantly 5% on their discussion in Chapter IV show

motivation of the pretension to that the students’ speaking

be able to learn especially skills were improved through

speaking English. Besides, there the use of the Role Playing

was high correlations shown on technique. Moreover, by

the research data, on the 1 st implementing a role play in

cycle the correlations between teaching speaking the

students’ motivation and students have an

students’ speaking ability was opportunity to be active

on high level with the value is and cooperative in the speaking

0,888. And in the 2nd cycle of the activity, a role play has various

research, there is 0,843 also in activities to help the teacher to

high level. So, it is proved that teach students in big class, it is

there is a strong correlation supported from the observation

when the students’ motivation is and interview data.

high will affect to the students’ The second conclusion is,

speaking ability to be higher. by applying role playing method

 11

in teaching speaking, the implementation of the role play

students’ motivation in learning should match with the context

speaking can be improved. The in daily life, so the students’

data shows us that the understandings of the lesson

improvements of the students’ were also improved and it could

motivation is definited. There is be applied in real life.

6% improve higher from the first The researcher believes

cycle of the students’ motivation that classroom English,

in producing or saying a word in vocabulary practice,

english. And also there is 5% pronunciation drilling and the

improve higher from the first use of interesting and various

cycle to second cycle of media also took an important

students’ motivation in learning role to the success of the

speaking. implementation of the actions.

B. B. Implication It implies that the activities

Based on the result of the mentioned were suitable to

research, the implementation of support the implementation of

the use of the role playing the Role Playing to improve the

technique has been proved to students’ speaking ability.

improve the students’ speaking Vocabulary practice and

ability and motivation. It also pronunciation drilling in

improved the teaching and teaching and learning process

learning process. However, the helped the students to speak

 12

English fluently. The use of definitely effective to improve

interesting and various media students’ motivation.

attracted the students to C. Recommendation

enjoy the teaching and After the researcher

learning process. draws the conclusion of this

Another importance is, the study on teaching speaking by

research implies that the using the role playing

motivation is one of the technique to the eighth grade

important things to support the students of SMP Negeri 4

students to improve their Kertek, the researcher

speaking ability. The motivation addresses some following

is an important in physiologically suggestions as follows:

term. In fact, when the 1. The notice of motivation

motivation becomes high, the improvement.

students’ pretension to be able For all English stakeholders,

to speak English is also high. It the motivation is very

was proved on their activeness important things to be noticed.

on the teaching and learning The success of teaching and

processes. In this research, the learning processes will be easy

motivation was improved gained if there is a good

through the application of role motivation level from the

playing method. It means that students. Therefore, we must

the role playing method is be aware to build a good

 13

strategy to get it. can be done in their daily

2. For the English teachers activities.

They could implement the 4. For the schools

role play technique as an The facilities are important,

alternative strategy in but building a good

teaching speaking but the environment and

English teachers should relationships between

consider some aspects in teacher and students is the

implementing the technique. most important. When the

3. For the students students feel enjoy and

The students who learn happy at school, they will

English, especially speaking feel that school as their

could practice their English home. Enjoyable school will

speaking by using role make them stand at school.

playing technique in different Because they will notice

contexts and expressions. when they happy at school,

After getting some role play they will easily learn every

activities, students are single subjects given.

expected to be more active 5. For the regional/province

in speaking and improve education and culture

their speaking ability in department.

giving transactional and It is very important to

interpersonal response which consider the school facilities

 14

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Education Inc.
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Brown, H. Douglas. 2007. Prinsip
village area. Often, the Pembelajaran dan Pengajaran
Bahasa. Edisi Kelima. Jakarta:
regulation and the policy The Public Affairs Section U.S.
Embassy, Pearson Education
from the government do not Inc.

meet with the school needs Burns, A. 1999. Collaborative Action

Research for English Language
and conditions. Some Teachers. Cambridge:
Cambridge University Press.
problems are still come to be
_______, 2010. Doing Action Research
obstacles. For examples, the in English Language Teaching.
New York: Routledge.
complicated bureaucracy,
Bygate, Martin. 2000. Teaching and
unexpected policies Researching Speaking. London:
Longman
changes, and many others.
Cameron, Lynne. 2001. Teaching
Finally, we always hope that Languages to Young Learners.
Cambridge: Cambridge
the education in our region Unversity Press.

especially will be better to Ghazali, Imam. 2006. Analisis Aplikasi

dengan Program SPSS.
Cetakan keempat. Semarang:
prepare best generation in
Badan Penerbit Universitas
Diponegoro.
the future.
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as a Second Language. USA :
McGraw Hill, Inc.
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Bahasa Program Pascasarjana.
2014. Buku Panduan Penulisan
Tesis. Klaten: Universitas
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