IMPROVING THE STUDENTS SPEAKING SKILL

BY ROLE PLAY
( A Classroom Action Research on the Eleventh Grade Students of
Immersion Program 1 of the State Senior High School of
Karangpandan Academic Year 2009/2010)

Presented to Fulfill One of the Requirements

to Achieve the Magister Degree in Language Teaching Study
By
Sumpana
NIM S.200070078

MAGISTER OF LANGUAGE STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2010

ABSTRACT
SUMPANA. IMPROVING STUDENTS SPEAKING SKILL BY ROLEPLAY : A Classroom Action Research On The Eleventh Grade Students of
Immersion Program 1 of the State Senior High School of Karangpandan
Academic Year 2009/2010. A Thesis. Surakarta. English Department of Post
Graduate Program of Language Study, Muhammadiyah University of Surakarta.
The research is an action research. The objectives of this research are to
improve the students speaking skill, to check whether role play is effective
learning technique, to know the strengths and weaknesses of role play. The
problem of this research is the poor speaking competence of the eleventh grade
students of Immersion Program 1 of the State Senior High School of
Karangpandan in the Academic Year 2009/2010.
This action research was conducted in grade XI of Immresion Program 1.
The procedure of the research consists of planning, acting, observing, and
reflecting. In collecting the data, the writer used non-observational technique and
observational technique supported with a test. The non-observational technique
consists of questionnaires and interviews. The observational technique consists of
observation and field notes. In this research, the writer acted as the practitioner.
The tests were in the form of pre-test conducted in the pre-research and post-tests
conducted at the end of every cycle. These tests were conducted to know how well
students speak English using role playing.
The result of the reearch shows that the use role play improve the students
speaking competence, role play is an effective technique of learning, and there
some strengths besides there are weaknesses. From the observation and supported
with the writers field notes, it can be seen that the students could speak well and
improve their vocabularies and grammatical structure. Using role play in speaking
class could increase the students motivation in learning speaking.
There is also an improvement of students speaking competence. The
improvement is reflected from the progress of the students scores from pre-test to
post-test. The students average score was 59 in the pre-test conducted in the preresearch and it became 71 in the post-test conducted at the end of Cycle 3.
Based on the research finding above, at the end of this research , the writer
wants to propose some suggestion to English teachers. First, before conducting
the instructional process especially in speaking class, choosing the most suitable
way of improving the students motivation in learning speaking is important
because this is the key of the success in teaching-learning process. Besides, it is
necessary to create an interesting and enjoyable atmosphere in the teachinglearning process in order to make the students easier in improving their speaking
competence.

CHAPTER I
INTRODUCTION

A. The Background of the Researh

The ending of learning English is the learners are able to use it as a

means of communication either by speech or written, so the use of English for
the students is compulsory, because mastering English is a priority for many
second or foreign language learners. Jack Ricard (1990) says that The
mastery of speaking skills in English is a priority for many second or foreign
language learners. Learners consequently often evaluate their success in
language learning as well as the effectiveness of English course on the basis of
how well they feel they have improved in their spoken language proficiency
As an English teacher, the writer was faced by two choices in teaching
English whether for achieving good national examination grade (in written
test) or for training the students to speak English as a means of
communication well. It seems achieving good national examination grade (in
written test) is the main target,

for the success measurement of English

learning is determined by how good the result of national exam grade in

written test is. The learning and teaching process in the classroom today is just
how to do the test in written.
The fact that many students in the State Senior High School of
Karangpandan got difficulties in speaking English. Even some of them got a
very low speaking competence. It was unfortunate that many students still got

very low speaking competence. Therefore, it is the teachers duty to teach

speaking in a such way, so that the students can participate the lesson eagerly.
In this research, the writer, classified the difficulties into qualitative and
quantitative.
Based on quantitative data, the writer found based on speaking
assesment as a pre-test, who got mark more than 81 were only 3 students.
Those who got between 71 and 80 were 5 students, and the other students got
less than 7.0 from totally 22 students in that class. Shortly, they did not have
fluency expressions as well. Their fluency can be described that they spoke
very slowly, and they often stopped for few minutes before speaking. They did
not have fluency expressions as well. In short, the students who fulfill the
minimum passing grade (KKM: Kriteria Ketuntasan Belajar Minimal) of
speaking are only 36.4% .The result, of course, cant be said as satisfying
result.
Pertaining to the students problems, there are many factors;
First, in teaching speaking, the teacher tended to teach text
Second, he asked the students to look at the structured dialogues
which had been stated in the text book to read together after him.
Third, he asked some of them to practice the dialogues in front of the
class in pairs.
The last, he asked them to answer the comprehensive questions
dealing with the written topics.
The weaknesses of what the teacher did above were as follows;

Firstly, the students didnt have enough rehearsal time to practice

or to express their English so that they could not interact with one another in
English simultaneously.
Secondly, the teacher oriented his teaching at the written test held
in the mid or end semester, even in the final exam.
Thirdly, there was no specific time allocated to evaluate the
students speaking skills at the end of semester or final exam.
Fourthly, the teacher still teaches the students with routine
activities without realizing that it would make the students bored and lost their
attention to the teaching and learning process. This is stated by Douglas,
Routine activities in learning can make the students bored. As the result, their
motivation and participation in learning will decrease (1987:p. 48).
In teaching English, the teacher has to be able to make the students participate
in discussing the materials actively, so that they will be able to understand
what they are learning in the class and also express their own ideas orally. The
most important thing to carry out the English teaching is that the teacher has to
able to use the appropriate approach, design, and procedures.
One of the ways in improving students speaking skill is by giving
Role Play as a form of English learning activity in the classroom, Elizabeth
F.Barkley (2004: p. 150) says that Role Play is a created situation in which
students deliberatley act out or assume characters or identities they would not
normally asume in order to accomplish learning goal.

Role play is very important in communication language teaching

because it gives students an opportunity to practice communicating in
different social context and in different social roles. Therefore, communicative
language teaching (CLT) approach is very appropriate to support the above
problem because this approach is learner-centered and emphasizes
communication in real life situation (Fauziati, 2009:p.143)
To solve the problem in teaching speaking , the writer would like
to conduct a research about Improving Student Speaking Skill by Role
Play (An Action Research, in Eleventh Grade of Immersion Program 1 of
The State Senior High School of Karangpandan Academic Year 2009/2010)
B. Problem Formulation
The problem statement of the research are as follows:
1. Does the use of Role-Play improve the speaking competence of the
students speaking skill in Senior High School of Karangpandan eleventh
grade of Immersion Program 1?
2. How effective does Role Play improve the speaking competence at
eleventh grade students of Immersion Program 1 of Senior High School of
Karangpandan?
3. What are the strengths and weaknesses during the application of Role-Play
strategy at eleventh grade of Immersion Program 1 State Senior High
School of Karangpandan?
C. The Objectives of the Research
Based on the background of the research, there are three objectives
which the writer wants to get, they are:

1. General Objective.
To find out whether the use of Role-Play in teaching English improves the
students English speaking competence at the eleventh grade students of
Immersion Program in the State Senior High School of Karangpandan.
2. Specific Objectives.
a. To find out whether Role-Play improves the speaking competence of
the students speaking skill in Senior High School of Karangpandan
eleventh grade of Immersion Program 1.
b. To find out the effectiveness of Role-Play in teaching speaking
English at the eleventh grade of the Immersion Program 1 of Senior
High School of Karangpandan.
c. To find out the strengths and weaknesses during the application of
Role-Play strategy in Senior High School of Karangpandan eleventh
grade of Immersion Program 1.
D. The Benefits of the Research
The research result is expected to be able to give some benefits for;
1. The teacher.
He can get a description about how to use the teaching technique to senior high
school students effectively in line with their characteristics
2. The students
They can provide a more comforting and interesting situation in the classroom
so that they are more interested in joining the class.
3. The readers
The research can be used as additional reference for those who want to
conduct a research an English teaching process, especially in improving
students English speaking ability.

CHAPTER II
THEORETICAL REVIEW

This chapter consists of some theories that support the reserach.

A. Theoritical Description
1. Speaking Competence
a. The meaning of speaking competence
Speaking competence plays a necessary role in learning and
understanding any language. The term of speaking has several
meanings. Widdowson (1978) says that speaking has two meanings.
First, it refers to the manner in which language is manifested. Second,
it refers to the manner in which language is realized as communication
(p. 58).
The meaning of competence according to Chomsky in Brumfit
and Johnson (1998: p. 13) is the speaker hearers knowledge of his
language. It is seen as overall underlying linguistic knowledge and
ability thus includes concepts of appropriateness and acceptability.
While in Curriculum 2004 competence is defined as knowledge, skill,
behaviour, and values which accustom to be applied in the habitual
thought and action. Then according to Oxford Advance Dictionary by
Hornby, competence is (of person) having ability, power, authority,
skill, knowledge, etc. ( to do what is needed).

The target or the goal of language teaching is that the students

become communivatively competence in target language as capability
of using language well. Richard and Roger (1986: p. 66) state that
Communivative Language Teaching (CLT) is an approach that aims to
create communicative competence and develop procedure for the
teaching of the four language skills (listening, speaking, reading and
writing) that acknowledge the interdependence of language and
communicative activities.
To develop communicative competence, the teacher is suggested
to use CTL (Chomsky, 1965: p. 3). While Douglas (19997; p. 247) says
that CLT is used to create communicative competence as the object to
use and to develop some procedures for teaching four basic skills
(listening, speaking, reading and writing) function as the foundation to
master English. The students are engaged to use the language they
learnt through communicative activities
One of the four language skills being existed in an English
language teaching is speaking. Therefore, speaking component has the
same importance as the other language skills such as listening, reading
and writing.
2. Role Play
a.

The Meaning of Role-Play

According to Ladousse in Allan Makey (1987: p. 7) role-play is
one of a whole gamut of communication techniques which develops

fluency in language, which promotes interaction in the classroom, and

which increases motivation. Not only in peer learning encouraged by it,
but also the sharing between teacher and students responsbility for the
learning process.
Role play is a speaking activity where learners participate either
as themselves or as somebody else in a specific situation.
In this way they can act in various interaction patterns.
According to Ladousse (1989) the situation can correspond to:
1) a real need in the learners lives (at the doctor, at the station), the
learners may or may not have the direct experience;
2) the events that few learners will ever experience but which are easy
to play such as being a journalist;
3) fantasy roles which are imaginary, absurd and have nothing to do
with reality.
Role play is one of communicative techniques which
develops fluency in language students, which promotes interaction
in the classoom, and which increases motivation. Haycraft
mentioned the three elements in role playing: what the characters
want, who they are, and their moods or attitudes at the time. These
elements are ten affected by how the situation develops (Haycraft,
1978: 88).
Role play includes all sorts of activities where learners
imagine themselves in a situation outside the classroom, sometimes

10

playing the role of someone other than themselves, and using

language appropriate to this new context. (Ur, 2000: 131).
Role Play is an example of learning by doing The word
role indicates that the students must actively apply knowledge,
skill, and understanding to successfully speak and act from
different, assigned perspective. The term play indicates that the
students use their imaginations and have fun, acting out their parts
in nonthreatening environment. Thus Role Play engages students in
a participatory activity that requires them to apply course concepts
as they assume factional identities or envision themselves in
unfamiliar situation (Barkley, 2005: 150).
b.

The Ways to Do Role-Play

Ladousse in Allan Makey (1996: p. 9) says that there are two kind
of ways of looking at language work in role play. Either students
manage with the language they know, or they practice structures and
functions that have been presented to them at an earlier stage of the
lesson or the course, in a free and uncontroled way.
In the first situation, when the students just cope as best they can,
the teachers aim is to bring them to the point of awareness which the
necessity of acquiring certain structures evidence, as these structures are
immediate relevant. Students can see how they could have put them to
good use. They will retain them all the more easily because they are
rooted in a meaningful context.

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In the second situation, role play is the active phase of learning and
offers an opportunity for students to make personal use of language that
has been presented them formally. Role play can be used in this way
right from the start in elementary classes. As for the kind of language
work to be done, role play lends itself to almost every type: structures,
lexis, functions, intonation pattern and so on.
Based on the opinion above, the writer then takes the second
situatiuon in which the students have to do the dialogue using role play
because the research is done in the grade XI-Immersion of Natural
Science Program of SMA Karangpandan. Ultimately, he wants the
students to be both fluent and accurate in the way they speak.

c.

The Reasons for Choosing Role-Play

Role-play is chosen as one of the tasks in the teaching learning for
the following reasons;
The main reasons stated by Ladousse (1997: p. 6-7) namely: first,
a very wide variety of experience can be brought into the classroom
through role-play.
Then role-play puts students in situations in which they are
required to use and develop those phatic forms of language which are so
necessary in oiling the works of social relationship, but which are so
often neglected by our language teaching syllabuses.

12

Next some people are learning English to prepare specific roles in

their lives: environment of a classroom. For these students, role-play is
a very useful dress rehearsal for real life. It enables them not just to
acquire set phrases, but also to learn how inter action take place in a
variety of situation.
Lastly, perhaps the most important reason for using role play is that
it is fun. Once students understand what is expected of them, they
thoroughly enjoy letting their imaginative trip. Jeremy Harmer
(Http://www.Teaching English.org.uk.think/speak/role-play. Shtml)
advocates the use of role play for following reasons:
1. It is fun and motivating.
2. Quiter students get the chance to express themselves in a more
forthright way.
3. The world of the classroom is broadened to include the outside
world- thus offering a much wider range of language opportunities.
4. Real situations can be created and students can get benefit from the
practice , mistakes can be made with no drastic consequence.
B. Rationale
In general, the students will be sucessful in their learning if they are
involved to participate into the teaching learning process in classroom actively.
As suggested by Lewis (2005: p. 28) that how classroom learning can be
more effectively managed to produce the desired outcomes of language
learning, that is, for learners ought to use the new language for a variety of

13

communicative purpose and contexts, so that, the objective of teaching learning

process can be reached optimally and successfully.
Based on the theories underlying the research and the problem which is
being faced by the students, that role play teaching technique has many
contributions to encourage the students interest and motivation in learning
English especially speaking.

C. Action Hypothesis
The hypothesis of the research are as follows:
1. The use of role-play improve the students speaking competence in learning
English in Senior high school because it enables the students to enhance the
speaking competence easily.
2. The use of role-play can motivate the students to practice speaking by using
English and also they are able to create comforting atmosphere in speaking
class .
3. Since role-play has a lot of advantages and contributions to English teaching

learning process, there is significant advance in the students achievement.

CHAPTER III
RESEARCH METHODOLOGY
A. Setting Description
This research is carried out at the State Senior High School of
Karangpandan, Karanganyar, Central Java. It is located on Jalan Blora,

14

Karangpandan. It is exactly in the east of Karanganyar Regency city. The

phone number is (0271) 662880.
B. Subject of the Research
This study is emphasized on the eleventh grade students of
Immersion Program 1 of the State Senior High School of Karangpandan
Academic Year of 2009/2010.

C. Data and Data Source

The data of this research can be divided into two: primary and
secondary data. The primary data are the answers to the interview,
document, and field notes.
The secondary data taken from the teachers and the surroundings
where the writer may get additional information. The source of data is the
information about teaching and learning process including:
a. Events, that is vocabulary learning at the second year students of
class grade XI-Immersion of Natural Science Program of the State
Senior High School of Karangpandan Academic Year 2009/2010.
b. Respondents related with the study as :

The teacher as the subject of teaching learning process.

The students as the object of teaching learning process.

c. Documents : the students data, evaluation result and any related

documents.
D. Technique of Data Collection

15

This research uses three kinds of methods to collect the data.

They are interview, observation, and documentation.

a.

Observation
The writer conducted a direct observation for a month which
was done when the students did the activities in learning English in
the classroom and then made such field note. Wenden (1992:80) states
that some limited information on students learning processes may be
gained by observation.

b.

Documentation

The last method is documentation. The writer collected the

notes of the lesson written by the students. The documentation of their
notes will help the writer got additional data because it is possible to
know the strategies that may be unconsciously used.
In this research, the writer documented the exercises done by
the students, the questionnaire result, the interview and the students
checking list to follow the students improvement of being
competence.
E. Data Validity
The data collected by the researcher must be validated. The data
validity is checked by triangulation technique. Triangulation is the
technique of checking the validity of data by using thingsoutside the data
as comparing things to the data (Moleong, 2007:331). In this case, after

16

the teacher held vocabulary assessment (pre-test) toward the students, he

compared the pre-test results with the results of their daily exercises
(Ulangan Harian), mid-test and semester test.

F. Technique of Data Analysis

The technique of data analysis in this research is descriptive
analysis. Using this technique, the writer collects, arranges and presents
the data. The qualitative method is a kind of research without using any
calculation or statistic procedures.
Miles and Huberman model the data analysis (Sugiyono,
2007:338)
Data Collection

Data Presentation

Data Reduction

Verification /
Conclusion

Table 3.1. Model of Data Analysis

The scheme above is the techniques in analyzing data by :

a. Data Collection
Collecting

data

from

observation,

interviewed

and

documents to be presented in field notes including 1) field notes

identify: observation, interview or document analysis, 2)

17

description : the result of observation or interview from the data

gained in the field, 3) reflection : analysis and concluding the data.
b. Data Reduction
During the field notes processes, the data gained grow
much and complex. The data need to be reduced. Data reduction
means to summarize, to choose the points, to focus on the
important matters, in order to find the theme and the pattern.
c. Presentation
The data are organized and managed for they are able to be
understood. Data presentation enables the writer to understand the
problem and the whole situation and to plan the next steps.

d. Conclusion / Verification
The conclusion needs to be verified for its credibility.
Verification is some activities to check the writers carefulness and
to the accurate data.

G. Indicator
Research indicator is expectedly recognized after doing each cycle,
which shows positive result. Consequently, it will improve the final result
(KKM). After Classroom Action Research is applied, it is expected that:
1. 80% students are active in teaching learning at English subject.
2. 80% students improve their vocabulary.

18

3. 80% students fulfill KKM.

The indicator of successful teaching learning process can be
drawn in the table below.

Table 3.2. Succesful Teaching Learning Indicators

No

Category

Notes

Very Good

Class Mean Score 90 100

Good

Class Mean Score 75 89

Average

Class Mean Score 60 74

Low

Class Mean Score

59

H. The Procedure of Action Research Technique

As explained in the previous chapter, action research was employed
in this research. followings were the procedures or steps employed in this
research.
1. Planning
Planning includes:
a.

Problem Identification
This step achieved by using three techniques. They are:
1) Conducting an informal interview with the students of grade
XI-Immersion Natural Science Program 1 of the State Senior
High School of Karangpandan Academic Year 2009/2010, to
know how speaking was taught and the problems encountered

19

and their expectations of the teaching and learning process of

speaking in the future.
2) Observing the students behavior in the teaching-learning
process.
3) Conducting a pre-test to know the students speaking
competence.
b. Preparation
This step deal with the plan of action for overcoming the
students problems in speaking. Based on the result of the informal
interview, the writer decides to apply role play in English class.
Before implementing the plan, the writer arranged the necessary
preparations, such as:
1) Finding the available time for the implementation
2)

Asking official permission

3)

Preparing the learning materials using role playing.

4)

Preparing sheets for classroom observation

5)

Preparing a test

6)

Preparing the questionnaire and interview question

2. Implementation
In the implementation, the students were introduced to role
playing in the English class for four meetings through 3 cycles of
actions.

20

3. Observation
Observation was carried out by asking the students to do
exercises in each meeting, to do pre-test and post-test, and to answer
questions either in a questionnaire or an interview to get the feedback
in the form of ideas or opinions about applying role play in speaking
class and its learning materials.

4. Reflection
After carrying out the teaching learning using role play, the
writer recites the occurrences in the classroom as the effect of the
action. He evaluates the process and the result of the implementation
of role play in teaching speaking. The teacher makes reflection to
decide the next intervention step based on the best, evaluation and
observation.

CHAPTER IV
RESEARCH FINDINGS

A. Introduction

21

As it has been stated before in chapter 1, the students problem was

they were not active during the speaking class. Most of them were not actively
involved in oral communication it was due to the fact that the lack chance to
use English during the teaching learning process.
To solve the problem the writer offered a technique to promote the
students speaking skill. The technique is role play. Role play was held
regularly during speaking class as technique to practice speaking skill.
. The following is the description of initial reflection dealing with
above problem and fact finding analysis as the continuity of the initial
problem.
1. Initial Reflection
The students of XI Immersion 1 of Natural Science Program
in SMA Negeri Karangpandan faced serious problem dealing with their
oral English.
2. Fact Finding Analysis
After the writer realized that the students of SMA Negeri
Karangpandan grade XI- Immersion l of Natural Sceince Program got
difficulties dealing with their English speaking competence, he wanted to
prove whether what had been stated before was true or not.
The

following

is

the

description

of

the

research

implementation.
B. Cycle 1
1. General Planning

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The writer prepared two action steps in general planning. The first
was socialization.
The second step was socialization of how role play carried out in
the class.
2. Action
Based on general planning above, the writer carried out two actions
related to the role playing in the class. The first action was socialization of
the technique and the second was the implementing of role play.
a. Socialization
In this activity the writer informed the students about the objectives
of how of Role-Play applied in teaching in the classroom.

b. Role Playing
After socializing the objective of teaching learning English in class
and the technique of role play, the writer started to apply role play in
the class. There were four meetings in implementing role play.

C. Cycle 2
In this part, the teacher did some activities as what he had done in
Cycle 1 among others, planning the action, implementing the action which

23

included four meetings and each meeting consisted of opening the class, main
activities, and closing the class. The followings are the detail information
about the above parts;
1. Revised Planning
Based on the result of reflection of cycle 1 and the result of
discussion with the collaborator.

2. Action
a. Introducing new language and new strategy
In this scenario the writer introduced the students a new
knowledge.
b. Modeling
The second step to solve the students problem in role playing was
modeling. The teacher was as a model.
c. Role Playing
1) The Students Speaking Practice
After introducing the students with the new language and
providing the model, it was the time for the students to do role playing.

a. First Meeting
The first meeting of the second cycle was carried out on 5
April 2010. The topic was Expressing Embarrassment.
1) Opening the Class

24

2) Main Activities
3) Closing the Class

b. Second Meeting
The second meeting was conducted on Thursday, 8 April 2010.
The topic of this meeting was Interesting Person.
1) Opening the Class
2) Main Activities
3) Closing the Class
c. Third Meeting
In this activity, the students only repeated the previous activity
to practice again using role play.
1) Opening the Class
2) Main Activities
3) Closing the Class
d. Fourth Meeting
The fourth meeting was the last meeting of Cycle 2 and it was
conducted on the 15 April 2010.

1) Opening the Class

2) Main Activities
3) Closing the Class
.

25

3. Observing and Monitoring the Action

By observing and monitoring the teaching and learning process in
the second cycle, the writer knows how far the effectiveness of teaching
related to the approach and technique the teacher is being used.

4. Reflection and Evaluation

Reflecting the result of implementation in the second cycle will
answer the question as; What have been succeeded already?; What
have not been succeeded yet?; Why have they been happened?; and
then How should it be?
a. The Improvements
Implementing the action in the second cycle has succeeded in
enhancing the students speaking competence of what they had
learned before which was held in the fourth meeting.
D. Cycle 3
In this part, the teacher prepared some steps to do the activities. Those
were planning the action, implementing the action consisted of four meetings
in which each meeting included opening the class, main activities, and closure.

26

CHAPTER V
CONCLUSION AND RECOMMENDATION

A. Conclusion
After conducting the research of teaching speaking at senior high school
students through the use of Role -Play strategy, the result shows that it can
improve the students speaking competence at the students of eleventh grade of
Immersion Program 1 of the State Senior High School of Karangpandan
Based on the result of research above, the writer concludes these following
important points:
1. The use of role play as teaching technique improved the students speaking
competence at the eleventh grade students of Immersion Program 1 of the
State Senior High School of Karangpandan in Academic Year 2009 / 2010.
2. The improvement in their speaking competence is quite significant. It was
reflected from the students attitude inside the class during the English
teaching learning process.
3. The strengths of the application of Role-at the eleventh grade students of
Immersion Program 1 of the State Senior High School of Karangpandan are
that; a) the students become more active, excited, and responsive to the
presented materials, 2) the atmosphere of English class became relax, fun, and
enjoyable, and c) the students English score fulfilled the KKM.
4. Based on the result of reflection, evaluation and observation, the teacher then
made some descriptions of the weaknesses of the research are as follows:

27

Table 8 : The Students Problem and its Solution.

Students Problem
A little passive

Solution
Give a high motivation, create the class
to be enjoyable atmosphere.
Mispronouncing the words
Lead the students to pronounce the
difficulty words many time in
presentation phase and giving some
more exercises in production phase.
Difficulty in grasping the meaning
Lead the students to translate the
difficult words into Indonesian
repeatly in presentation phase and
giving some more exercises in
production phase.
Misuse the structure of the words or Explain the right structure and give
sentences
more explanation and exercise.
Speaking in low voice.
Support them to express louder, remind
them not to be afraid to make mistakes.
Feel shy or inferior to practice.
Support them to behave commonly.

5. The class should be an environment that promotes speaking. Thus, the teacher
provides opportunities for the students to work together or individually in
doing their tasks or answering question.
B. Recommendation
Having concluded the result of students activities in every cycle, the
writer would like to propose some suggestion for English teacher, students,
and other researcher. The suggestions are as follows:
1. For English Teachers
The teacher should learn the characteristics of the students,
including the psychological condition before conducting the teaching
learning process.

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2. For the students

The students can study English not only in the classroom but also
everywhere, such as watching English Cartoon film, playing computer,
and etcetera at home as long as they have motivation to do it.
3. For the Other Researchers
The writer is aware that this research is not the end of the problems
being studied. The result of the study doesnt prove yet that the output of
this research is absolutely good for all time.

29

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