Electronic Theses and Dissertation

This study is intended to find out if there is a significant difference in speaking scores between the students who are taught using role play as a technique and those who are taught using the traditional approach. All of the second year students of SMA 1 were the population. There were two classes as samples. The first class was the experimental group (EG) which consisted of 40 students, 16 male and 24 female studying at II-IPA B. This class was taught using role play. The second class was the control group (CG) which also consisted of 40 students, 17 male and 23 female studying at II-IPA C. It was taught using the traditional approach.
The data collected in this study was obtained by administering pretest, posttest,
and a questionnaire sheet. The pretest was given on May 13, 2010 while the posttest was administered on May 29, 2010. The data was analyzed by using a suitable statistical procedure in order to prove the hypotheses such as the mean, standard deviation, and the critical ratio (z). The critical ratio or z test was used in order to investigate the differences between the two means of the two groups.
Based on the statistical analysis, it was found that the mean score of the posttest of EG (the group of students that was taught by using role play) was higher than that of the CG (the group of students that was taught by using the conventional method). The mean score of the posttest was 75 for EG and the CG scored at 60. The difference is 75 --60 = 15. The difference of mean score between posttest of EG and CG is considerably meaningful. This difference indicates the role play technique is positive. The increment is, of course, considered the result of using the role play technique.
The differences in the two means of posttest are significant because the
calculation of the z test value is much higher than the coefficient of z test as provided in limit (-1.96-+1.96) at level significance 5 % (a= 0.05). If the calculation of z test value is higher or lower than (-1.96 - + 1.96) at 5 % (a. = 0.005) level of significance, the null hypothesis (Ho) is generally rejected and the alternative hypothesis is
accepted. Meanwhile, the statistical z test value is 8 at the level of 5 % significance
(a=0.005). It means that the two groups are significantly different. At the same tune,
it proves that the techni que has given a positive effect on the students' achievement in
. speakin g. In other words, the technique used in the EG had more significant results than the technique used in the CG.
The result of this study shows that using role play as a teaching technique has reasonably improved the students' speaking skills. In short, teaching students by using role play can support and improve their speaking ability.
To follow up the finding of this study, some suggestions might be helpful to consider. Making an enjoyable and useful speaking activity is a very important part of the language learning experience. Therefore, the English teacher should use various and suitable strategies or techniques in the process of teaching and learning English. One ofthem is role play.

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