INTRODUCTION
Background of Study
Problem Identification
Problem Limitation
Problem Formulation
Based on the framework of theories and assumptions, the researcher formulates the action hypothesis: “The use of role-playing technique can improve the pronunciation skills of the students in the eighth grade of SMP N 2 Pekalongan in the academic year of. At this stage, the writer asked the students to practice in front of the class. The researcher then asked the students to practice the role-play with the correct pronunciation in front of the class.
From the result of pre-test given, the researcher got the result: .. the highest score was 80 and the lowest score was 50. The result of the improvement of the students' score at pre-test and post-test 1 at the eighth grade of SMPN 2. The researcher accepts that teaching through the use of role play technique can improve the students' pronunciation skills.
From the result of pre-test shown that most of the students difficult to do the test. The conclusion is that the use of role play technique can improve students' pronunciation skills.
Objective and Benefits of Study
THEORETICAL REVIEW
Review of Literature
- Concept of Pronunciation
- Concept of Role Play
- The Steps
Role play is an activity that belongs to one of the communicative activities. You stated, role play is to give students a suitable topic. According to Gower, role play is when the students take the role of a particular person: a customer, a manager, a shop assistant, for example. It could possibly come from a text or a previous context.8 This means that role-playing has a number.
In Joanna, Harmer advocates the use of role play for the following reasons; first of all, it is fun and motivates students. Meanwhile, according to Revel, role play is defined as an individual's spontaneous behavior that responds to others in a hypothetical situation. Using role-playing technique to improve pronunciation skills The goal of teaching pronunciation is to make it easier for students to pronounce English words when speaking and reading.
When using role-playing technique to improve pronunciation skills, there are some procedures and steps. Selection of a problem, construction of role-playing situation, casting of the players, briefing, role-playing action, discussion and analysis of action, and evaluation.18.
Action Hypothesis
From the results of the pretest, it can be seen that the students' scores were different. Based on the result of the table above, in pre-test and post-test 1 of cycle 1, the result improves students' pronunciation skills. Based on the result of the observation leaning process on cycle 2, it can be deduced that most of the students are paying attention to the teacher.
From the table above, in post-test 1 in cycle 1 and post-test 2 in cycle 2, the students' pronunciation skills improved. From the table above, in post-test 1 in cycle 1 and post-test 2 in cycle 2, the students' pronunciation skills improved. From the results of pre-test and post-test in cycle 1, we know that there was an improvement from the students' result score.
The results of post-test in cycle 1 and post-test in cycle 2 show that role play technique increased the students' pronunciation skills. The students are more enthusiastic, interest, and the students give full attention to the researcher.
RESEARCH METHODOLOGY
Object of the Research
- The Advantages of Classroom Action Research
- Action Plan
Technique of Collecting Data
- Test
- Observation
- Documentation
- Field Note
Data Analysis Technique
Indicator of Success
It showed that the majority of students performed in achieving the minimum standard criteria (70).
RESULT AND DISCUSSION
Result of the Research
This research was conducted at SMPN 2 Pekalongan East Lampung, which is located at Swadaya Street 32 Gondanrejo Pekalongan East Lampung. The location is far from the noise of Main Street and the surrounding environment is peaceful.
Research Finding Description
- Description of the Research Setting
- Description of the Data
The co-worker opened the class by greeting, praying, checking attendance and asking how the students were doing. The meeting began by praying, greeting, checking the attendance list and asking about the condition of the students. At the end of the meeting, the researcher gave motivation to the students and stimulated the students to finish the material.
The researcher provided a text and then the researcher asks the students to read the text in front of the class. In the post-test, 20 students got a good score, but the result of the students' test was better than the students' test before they gave treatment. There were some observations that had been made such as; observe the students' activities, teacher's notes and observe the result of the evaluation.
During this time, the researcher gave material to the students, but the students still faced .. some difficulties in pronouncing words using role play technique. Gain from positive activities Based on the above table, the researcher was conducted on the students' activities are; bring the attention of researchers. explanation 53.1%, understand how to pronounce words correctly 37.5%, performance 43.7%, practice role playing with the correct pronunciation 56.2%. In the second meeting, the students had many difficulties in pronouncing the word correctly and the researcher does not use the role play technique well.
We started the meeting with prayer, greetings, asking about the state of the students and reviewing the list of those present. In the next phase, the researcher gave the students a scenario that they were more interested in, and then gave the students the opportunity to practice the role play in front of the class. At the end of the teaching and learning process, the researcher assessed the extent to which the students could understand the material explained by the researcher.
Some observations were made such as; observing the activities of the students, teachers. It means that the learning process of teaching using role-playing technique has a positive effect and that role-playing can improve the pronunciation skills of the students. Thus, based on the result of post-test 1 and post-test 2, it can be seen that the goal of teaching based on MSC has been achieved and also means that using role-playing technique can improve the pronunciation skills of the students.
Discussions
Based on table 5, the average of the students was 60, 3 shows that most of the students have not yet passed the achievement of the minimum standard criteria 70. It is shown that the majority of the students have not yet passed the achievement of the minimum standard criteria 70 From the table we know that in the posttest 2 5 of students scored below the target or below the target minimum criteria, and 27 students scored above the minimum standard criteria.
So, based on the result of post-test 1 and post-test 2, it can be seen that the objective of teaching based on MSC has been achieved and it also means that the use of role play technique can improve students. Based on the table and graph above, in cycle 1 from pre-test to post-test 1 they have average progress scores from 60.3 to 64.5.
Interpretation
Siswa sangat tertarik untuk mengikuti dan melaksanakan tugas yang diberikan oleh peneliti. Guru bahasa Inggris dapat menggunakan teknik role playing dalam pembelajaran bahasa Inggris di kelas karena teknik ini sangat efektif dalam meningkatkan kemampuan pengucapan siswa dan guru dapat memberikan motivasi lebih kepada siswa untuk lebih aktif dalam proses belajar mengajar. Melibatkan siswa untuk mencari informasi yang luas dan mendalam tentang pokok bahasan/tema materi yang akan dipelajari dengan menerapkan prinsip kodrati menjadi guru dan belajar dari berbagai sumber;
memfasilitasi interaksi antar siswa dan antara siswa dengan guru, lingkungan dan sumber belajar lainnya; Memfasilitasi mahasiswa melalui penugasan, diskusi, dan lain-lain, untuk memunculkan ide-ide baru secara lisan dan tulisan; Memfasilitasi siswa membuat laporan eksplorasi lisan dan tulisan, baik secara individu maupun kelompok;
Bertindak sebagai narasumber dan fasilitator dalam menjawab pertanyaan dari siswa yang kesulitan dengan menggunakan bahasa yang baku dan benar. Buat dialog berdasarkan role play dan lakukan di depan kelas. memfasilitasi interaksi antar siswa dan antara siswa dengan guru, lingkungan dan sumber belajar lainnya;
The type of test is reading text related to pronunciation skills and then students practice how to pronounce the word correctly. The result of students' activities in cycle 1 In the eighth grade of SMPN 2 Pekalongan East Lampung. The result of students' activities in cycle 2 In the eighth grade of SMPN 2 Pekalongan East Lampung.
CONCLUSION AND SUGGESTION
Conclusion
Based on the result of the analysis of chapter IV, it can be seen that in cycle I the average score of pretest cycle I was 60.3 and the average of posttest in cycle I was 64.5.
Suggestion
