EFEKTIVITAS BERMAIN PERAN DI KELAS TUJUH SEKOLAH MENENGAH PERTAMA TERHADAP PENINGKATAN PRESTASI BERBICARA SISWA

THE EFFECTIVENESS OF ROLE-PLAY IN SEVENTH GRADE OF JUNIOR HIGH SCHOOLS TO IMPROVE STUDENT'S SPEAKING ACHIEVEMENT

Tujuan dari penelitian ini adalah untuk membuktikan apakah teknik bermain peran (Role-play) dapat berpengaruh atau tidak terhadap prestasi berbicara siswa. Penelitian ini dilaksanakan di SMP Raden Rahmat Wonokromo pada siswa kelas VII Tahun Pelajaran 2020/2021 yang berjumlah 31 siswa. Pengumpulan data dilakukan dengan menerapkan beberapa teknik antara lain pre-test dan post-test. Untuk memecah informasi kuantitatif, peneliti menerapkan pengukuran ekspresif, termasuk skor dan rata-rata yang paling tinggi dan paling rendah. Perbedaan skor pre-test dan post-test masing-masing adalah 72,5 dan 84,3 di kelas eksperimen. Dari hasil perhitungan diperoleh tobsis lebih tinggi dari ttabel yaitu 6 > 4,304. Artinya hipotesis alternatif (Ha) diterima. Temuan penelitian menunjukkan bahwa teknik bermain peran (Role-play) dapat meningkatkan prestasi berbicara siswa 11,8% sedangkan konvensional hanya 5,2%. Ada 45,8% siswa bernilai sangat memuaskan, 12,5% sangat baik, 33,3% memuaskan, dan 8,2% baik. Kesimpulannya adalah pengajaran berbicara menggunakan teknik bermain peran (Role-play) benar-benar memberikan kontribusi yang tinggi terhadap prestasi berbicara siswa.

This research focuses on finding student achievement in the use of the role-playing method. The goal of the study was to demonstrate whether the Role-play method affects students' speaking achievement. The research was carried out in the SMP Raden Rahmat Wonokromo for seventh-year students in the academic year of 2020/2021, which included 31 students. Data are collected using a few methods, including pre-tests and post-tests. To dissect the quantitative information, an expert used the highest and lowest scores, as well as means and standard deviations. There were differences between the pre-test and the post-test of about 72.5 and 84.3 in the experimental class respectively. According to the calculation, ttest is higher than ttable, that is, 4.304 > 1.697. In other words, the hypothesis alternative (Ha) has been accepted. According to the survey results, the role-playing method can improve students' speaking ability by 11.8%, while the traditional method is only 5.2%, 45.8% of the students were excellent, 12.5% were very good, 33.3% were satisfactory and 8.2% were decent. So, applying the role-playing method to teach speaking has a significant impact on a student's performance.