title: Implementation of Role Play in Speaking at The First Year of SMA Negeri 9  Bandar Lampung 
creator: 0713042004, DIAH RIPRATIWI
subject:  
description: The research was conducted based on the problem faced by the first year students   of SMAN 9 Bandar Lampung. Most students in SMAN 9 Bandar Lampung at first   year still do not master one of the components in the speaking skill, especially in   pronunciation, fluency, comprehension, vocabulary, and grammar. This problem   occured due to the inappropriateness of teaching technique used by the teacher.   Since Role Play is a good technique where students act as other characters or   themselves involved in certain situation which  make them free to express their   idea to  improve their speaking ability in terms of  the five components of   speaking  that simultaneously improve teacher’s performance. The research was   conducted at SMAN 9 Bandar Lampung. The subject was the students of class   X.4 in the academic year of 2011/2012.   This qualitative research was conducted in two meetings. Each meeting consisted   of four steps: planning, implementation, observation, and analysis. To gain the      data of the learning product and learning process, the researcher used speaking   test and observation sheets for students’  involvement and teacher teaching   performance, in addition the researcher used interview and questionnaires as the   instruments.   The result of the learning product shows that role play technique improves the   students’ speaking achievement in each component. In meeting 1, there is some   students who score below 60. But in meeting 2, no students gain score below 60.   And the average score in meeting 1 is 72,6 and in meeting 2 the average score is   75,3. The score of each speaking component,  pronunciation, fluency, and   comprehensibility have increased from meeting 1 to meeting 2.   Meanwhile, for the learning process in meeting 1 students have problem in the   students’ involvement, but in meeting 2 the problem has been reduced especially   on responding to the topic (pre-activity), answering the teacher’s questions (while   activity). It means that there is improvement in the students’ involvement. In   addition, for the teacher teaching performance, the teacher scored 78 in meeting 1,   then the scored 85 in meeting 2 especially on teaching and learning process which   is suitable with the competence. This means she is able to teach the students well   by implementing role play technique in the speaking class. In short it can be   concluded that Role Play can improve students’ activities and teacher’s   performance in teaching speaking. 
date: 2012-10-14
type: Tesis
type: NonPeerReviewed
format: text
identifier: http://digilib.unila.ac.id/11712/1/Abstract%20%2C%20table%20of%20content.pdf
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identifier: http://digilib.unila.ac.id/11712/2/ABSTRAK.pdf
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identifier: http://digilib.unila.ac.id/11712/3/CHAPTER%20I.pdf
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identifier: http://digilib.unila.ac.id/11712/4/CHAPTER%20II.pdf
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identifier: http://digilib.unila.ac.id/11712/5/CHAPTER%20III.pdf
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identifier: http://digilib.unila.ac.id/11712/6/CHAPTER%20V.pdf
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identifier: http://digilib.unila.ac.id/11712/7/COVER.pdf
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identifier: http://digilib.unila.ac.id/11712/8/CHAPTER%20IV.pdf
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identifier: http://digilib.unila.ac.id/11712/8/REFERENCES.pdf
identifier:   0713042004, DIAH RIPRATIWI  (2012) Implementation of Role Play in Speaking at The First Year of SMA Negeri 9 Bandar Lampung.  Other thesis, Universitas Lampung.   
relation: http://digilib.unila.ac.id/11712/