Improving the Speaking’Skill through the Role play Technique of Grade VIIIF Students of SMP Negeri 2 Wanadadi, Banjarnegara

This research was aimed at improving the students’speaking skill by using the role play technique of grade VIIIF students of SMP Negeri 2 Wanadadi, Banjarnegara in the school year of 2013/2014. The research was classroom action research. It consisted of two cycles. The procedures had five steps: reconnaissance, planning, implementation, observation, and reflection. Respectively, the subjects of this research were 26 students of class VIIIF of SMP Negeri 2 Wanadadi, Banjarnegara in the school year of 2013/2014. The data of this study were qualitative and quantitative. The qualitative data were obtained through observations, interviews, and questionnaires. The data were in the forms of field notes and interview transcripts. The instruments were a camera and a voice recorder. The quantitative data were obtained by giving a pre-speaking test in preliminary observation and a speaking test performance that was taken during the implementation of the actions in each cycle. In the first cycle, the students performed a role play i.e making and receiving a call. In the second cycle, they performed a talkshow. The validity of the data was obtained by applying the democratic validity, dialogic validity, and outcome validity. The indicator of the success was 75 % students got the same score or above the minimum mastery criteria (KKM) that was 7.2. The result of the first cycle indicated that the students’ speaking skill improved from 26.92% (seven students) with the average was 55.38 (speaking test performance in preliminary observation) to 57.69% (15 students) with the average score was 68.07. The first cycle showed that the aspects of comprehension and fluency improved significantly. The data of the speaking skill assessment in the second cycle show that 80.76% (21 students) got the same score or above minimum mastery criteria with the average score was 70.69. The improvement is significant especially in their fluency, comprehension, and vocabulary mastery while the pronunciation and grammar improves, although it is not significant. The conclusion of this research is that: (1) the students’speaking skill improves perpetually from the previous condition, first cycle and then second cycle; 2) the students’ self-confidence and motivation to speak English also improves