CHAPTER I

INTRODUCTION

A. Background

Especially in the world of education, English is one of the subjects that

need to be followed by students starting from kindergarten to the tertiary level,
where English plays an important role for students who will become the next
generation of the nation in today's technological era. Fitriani (2018) said that
English is the most frequently used language in international trade, education,
business, and tourism as a result of globalization. It indicates that a lot of people
who speak different mother tongues and use origin countries utilize English as a
language of communication in everyday interactions.

English is a subject that is difficult to understand which makes students

lack of interest in taking English lessons. The method use by teacher at school is
still old fashioned, such as asking students to record vocabulary the only look up
the meaning in the dictionary and memorize it. According to Hanif (2019)
learning resources are used is a book, so students quickly get bored and difficult
to understand the material. According to Sukasni and Efendi (2017) many
teachers are still afraid to be creative and inovative in teaching activities, they
have always pursued the curriculum targets. By this method students will get
bored because students do not concentrate on the lesson, making it difficult for
students to pay attention to the lesson. The ability to understand English both
pronunciation and write is not optimal because it is difficult to memorize
vocabulary. Students also think that English is difficult because the wrong way of
learning affects the way students think. Pentury (2017) states that most teachers
only use monotonous teaching methods, causing students to become bored and
disinterested, ultimately concluding that learning English is difficult. According to
Wijaya (1991) as cited in Penntury (2017), one of the problems faced in the world
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of education is fostering teacher creativity in the teaching and learning process
because it has an important role in students' interest in learning. Teachers who
teach English should have learning methods that are liked by students such as the
role play method because it involves students in playing an important role in
learning.

The mastery of English vocabulary it self is closely related to the ability of

the learner in acquiring the vocabulary. Henry and Pongrantz (2006) points out
that mastering a language means being able to comprehend the vocabulary and its
phonological system both in speech and in writing. It means that learner who
learns English as the second language must comprehend the meaning of the words
and is able to apply them in sentences. It cannot be denied that it will be hard to
master language without mastering on understanding certain numbers of
vocabularies. According to Susanto (2017), students have a very important
responsibility to master the vocabulary of a language after they have finished
understanding the basic grammatical structures. The most important stage in
learning a second language is acquiring vocabulary learning. According Susanto
(2017) above, by having a lot of vocabulary students can understand English more
quickly and students will also remember more easily if the methods and media
used by the teacher are interesting.

A teacher must be able to choose a method, a teacher is advised to use

more interesting teaching methods and media to be able to overcome these
problems by replacing the old method which according to some students is very
boring and the teacher must be able to combine the old method and the new
method in order to attract students' interest in learning. Besides, that the teacher
must be able to use interesting the methods taught so that students are motivated
to learn English lessons in the classroom. If students like the method used by the
teacher automatically students will feel motivated and enthusiastic in English
lessons.

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 The students also need to be trained in everyday life so that the lessons
that have been learned are remembered and memorized. Dorathy (2011) states that
role play is very important in teaching English because it gives the students an
opportunity to practice communicating in different social context and in different
social roles. Hence, role play in the classroom situation is good to make students
set the context and support the learning. It encourages thinking and creativity, lets
students develop and practice new language and behavioral skill in a relatively
non threatening setting, and create the motivation and involvement necessary for
learning to develop. Kusnierek (2015) stated that role play can be successful
method in the teachers hands. As its prime goal is to boost students interaction in
the classroom, educators should not forget to include a speaking activity to reflect
learners theoretical knowledge of a B language practice. In role play, a teacher has
important role to make teaching and learning process successful or not. A teacher
must have effective and efficient ways to improve English vocabulary. Role play
exercises help students improve their communication abilities and extend their
vocabulary learning through conversational exercises (Alabsi, 2016). Role play is
very useful in the world of education, especially in English lessons so students can
work together with other students in competing roles and students do not feel
bored in class.

The researcher has made observations at school and chose SMPN 2

Tambangan because at this school, role play has not been implemented, and the
teachers still use methods such as lectures and ask students to write and translate
by looking up words in a dictionary. because students' understanding in English
lessons is very poor, especially in vocabulary, this is due to students' lack of
motivation and interest in understanding the methods used by teachers, so students
think learning English is difficult and boring.

Therefore, the researcher will to conduct a research on the use the role play
method to increase students vocabulary in English speaking skills, especially at

3
seventh grade in SMPN 2 Tambangan entitled " The Implementation of Role Play
in Teaching Vocabulary at Seventh Grade Student of SMPN 2 Tambangan".

B. Problem Identification

Here are some issues that can be found in the context of the topics
mentioned above:

1. The method use by the teacher is still monotonous and uses the conventional
method
2. Students lack of vocabulary in English at class.

C. Problem Limitation

Based on the background, this research is focused on improving students'

vocabulary using the role play method at SMPN 2 Tambangan which is limited to
vocabulary about noun and expression in the role play method learned in seventh
grade using the role playing method.

D. Problem Formulation and Research Questions

The following are several problem formulations and research questions that
can be found in the context of the topics mentioned above:

1. How does implementation of the role play on students' vocabulary Ability at

SMPN 2 Tambangan ?

2. Is there any significant difference between the students vocabulary taught by

using role play and without using role play?

4
E. Study Objective

The following are several study objective that can be found in the context of
the topic mentioned above:

1. To find out whether the implementation the role play in method in students'
vocabulary Ability at SMPN 2 Tambangan.
2. To find out whether there is any significant difference between the students
vocabulary taught by using role play and without using role play.

F. Significance of the Study

1. For English teachers

According to the researcher, the role play is good for English students,
especially in learning vocabulary to students in class. Role play can be applied by
teachers so that students are more enthusiastic about learning vocabulary so that
students' vocabulary can be increased at SMP Negeri 2 Tambangan.

2. For students

This research is expected to increase students' improve in learning English,

especially vocabulary through the role play method in the classroom. That way
students will not feel bored and do not think learning english is difficult.

3. For researcher and readers

a. For researcher who are interested in this research to get information about
vocabulary learning and role play in English lay learning.
b. For readers who are learning English, the role play is a method to improve
English vocabulary and can be used as additional material for routine
exercises, such as speaking, reading, and writing.

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 CHAPTER II

LITERATURE REVIEW

A. Theoretical Framework

This chapter discusses some of theories used in this chapter learning

inrelation vocabulary and role play.

1. Vocabulary

As explained in the background of the study, vocabulary takes such a

fundamental role in mastering English as foreign language. There are some
definitions of vocabulary proposed by some experts. Hornby (1995) as cited in
Balqis (2019), defined vocabulary as the total number of words in a language and
list of words with their meanings. Richard and Schmidt (2000) vocabulary is
lexemes, including single words, compound words and idioms. According to
Hatch and Brown (1995) as cited in Balqis (2019), the term vocabulary refers to a
list or set of words for a particular language or words that individual speakers
language might use. As claimed by Richards (2001) as cited in Suwandi (2020),
vocabulary is an essential part of language and contributes significantly to how
successfully learners talk, listen, read, and write. Without a large vocabulary and
effective word-learning techniques, individuals are prevented from taking use of
local chances for language learning, such as listening to the radio or native
speakers.

Vocabulary will help the students to communicate with everyone, make

the students understand all information from other country, and can speak and
listen English clearly with native speaker, and understand when they read the
English words from newspaper, book, and magazine. It can be said that the
vocabulary as one of facilities to provide and receive the oral or written

6
information in English urgently needed. From the foregoing discussion, the
researcher draws the conclusion that students vocabulary can be defined as a
group of words that they can use and comprehend to be proficient in speaking,
writing, reading, and listening. Everyone needs to understand vocabulary since it
not only makes it easier for individuals to interact with one another, but it also
makes it possible for them to function in society.

a. The Importance of Learning Vocabulary

Vocabulary knowledge is often viewed as a critical tool for second

language leamers because a limited vocabulary in a second language impedes
successful communication. Underscoring the importance of vocabulary
acquisition, Schmitt (2000) as cited by Alqahtani (2015) emphasizes that lexical
knowledge is central to communicative competence and to the acquisition of a
second language. The researchers further describes the relationship between
vocabulary knowledge and language use as complementary: knowledge of
vocabulary enables language use and, conversely, language use leads to an
increase in vocabulary knowledge. From the expert opinion above the researcher
can conclude that every sentence or language that we speak or convey to others is
a collection of several vocabularies to become a complete sentence that can be
understood and interpreted.

The importance of vocabulary is demonstrated every day inside and

outside school. In class, the outstanding students have the most sufficient
vocabulary. Researchers such as Laufer and Nation (1999) as cited in Alqahtani
(2015), and others have realized that the acquisition of vocabulary is essential for
successful second language use and plays an important role in the formation of
complete spoken and written texts. In English as a second language (ESL) and
English as a foreign language (EFL) learning vocabulary items plays a vital role
in all language skills such as listening, speaking, reading, and writing. The
acquisition of an adequate vocabulary is essential for successful second language

7
use because without an extensive vocabulary, students will be unable to use the
structures and functions they may have learned for comprehensible
communication.

The researcher concludes from some of opinionions above that vocabulary

is very influential on student communication both outside and inside the
classroom. The importance of learning vocabulary is to aid students in grasping
the material they are studying in a target language.

b. Types of Vocabulary

According to Hatch and Brown (1995) as cited in Susanto (2017), there are
two categories of vocabulary:

a. Receptive or Passive Vocabulary

Receptive vocabulary refers to words that students can recognize and

comprehend when they are used in context but cannot produce on their own.
Stuart (2008) as cited in Susanto 2017 The kind of language that students
recognize when they read a text or come across it, but they don't utilize it when
they speak or write

b. Productive or Active Vocabulary

The words that learners comprehend, can pronounce correctly, and use
effectively in speaking and writing are referred to as productive vocabulary. They
consists of the elements required for receptive vocabulary in addition to the
capacity to speak or write at the proper time. Because students may create the
words to communicate their ideas to others, productive vocabulary instruction can
be approached as an active process (Stuart, 2008, as cited in Susanto 2017).

Based on explanation above, there are types of vocabulary, receptive and

productive vocabulary. Students have receptive vocabulary far more than
productive vocabulary. The receptive vocabulary is students knows many words,

8
but not all the words are used when speaking or writing, because the students does
not have to know everything about a word to understand its meaning. Every
Student is constantly trying to learn and remember a new language.This is caused
by various variables, one of which is that students feel bored and bored during the
lesson session. In addition, students do not have many dictionaries.

c. Difficulty in Learning Vocabulary

There are additional issues that frequently cause students to have trouble
learning vocabulary. The issues, according to Thornbury (2002) as cited in
Zamzami (2019) are:

a. Pronunciation

It is possible that students will find it challenging to interpret words that

sound new to them. Learning a word gets harder the harder it is to pronounce. For
instance, heartfelt, conscience, and turmeric. because the writing is not the same
as the way it is pronounced.

b. Spelling

Spelling Silent-letter in words like foreign, listen, and honest, are

particularly problematic. For example: Resign (unreadable g), Resignation (g
read), Malign (unreadable g), Malignant (g legible). Silent letter is an informal
term for certain letters in English words that don't read like the example above.

c. Length and Complexity

Short and long words both seem to be equally challenging to learn.

However, high frequency words in English generally tend to be brief, so the
student is more likely to encounter them frequently, which is a characteristic that
favors their "learnability." Even though both words have the same meaning,
students may prefer to use the word "weird" instead of "peculiar.

d. Grammar
9
 Another issue is the grammar attached to the words, especially if it is
different from the counterpart in the first language.

e. Meaning

Learners are likely to be perplexed by words like "popular" and

"renowned" when their meanings overlap.With the existence of several problems
in the learning vocabulary, students' interest in learning is very low and students
have difficulty understanding the learning given by the teacher. The media used in
lessons also greatly influences student achievement in English, as well as support
from parents and the school environment.

2. Role Play

a. Definition of Role Play

Role play method is a way to master learning material through developing

students' imagination and appreciation. This game is generally carried out by more
than one person depending on what is played, where students play certain
characters in a story or other complex social situations. Role play encourages
students to practice their speaking skill. According to Cambridge International
Dictionary (1998), role play is a method of acting out particular ways of behaving
or pretending to be other people who deal with new situations. According to
Harmer (2002) as cited in Balqis (2019), a role play is an event or activity where
the players are pretending to be someone that they are not. Students are asked to
imagine themselves in a situation that could occur outside the classroom and
adopt a specific role in this situation and behave as if the situation

really existed in accordance with their role. He also said that role play can
be used to encourage oral skill fluency and to train students for specific situations.
In this activity, students will be able to practice communicating with the others,
increase their activity and improve their conversational skills.
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 Harmer (2005) as cited in Rosnani (2017), also says that simulation and
role play have three distinct advantages, include:

a. Both simulation and role play can be good fun and thus motivating.

The activities allow hesitant students to be more forthright in their

opinions and behavior than they might be when speaking for themselves,
since they do not have to take the same responsibility for what they are
saying.

b. The activities permit the students to use a much wider range of language
than some more task-centered activities may do.

Role-playing exercises help students improve their communication

abilities and are urged to grasp and extend their vocabulary learning through
conversational exercises (Alabsi, 2016).

b. Purpose of Role Play

Each learning model has its own objectives with the ease of achieving the
desired competency goals. Purpose of role playing According to Afifi (2017), the
purpose of the role-playing model is to teach students how to effectively perform
their roles and how to be accepting members of society. As stated by Kurniasih
(2016) role play aims to teach students how to address sociopsychological issues
and providing empathy to pupils and preparing students to get along because
children will understand it better and absorb it. According to Uno (2014), role-
playing as a learning method aims to help students find their meaning in society
and use groups to solve dilemmas. Students learn how to use and understand role
concepts through role play. They consider their own behavior as well as the
behavior of others and play various roles. According to Djamarah (2013) the
purpose of using the roleplay model is to help students appreciate and respect the
feelings of other people, learn to share responsibility, learn how to make decisions

11
in group situations spontaneously and stimulate the class to think and solve
problems.

According to some of the expert opinions above that the purpose of using
role play is to teach students to learn vocabulary easily and use it in the
community environment.

c. Advantage and Disadvantage of Using the Role Play

In the learning process, it is hoped that teachers and students will acquire
appreciation of values and feelings. By playing the role, student are expected to
face and play a role in various imaginary extras or real figures in various
situations. Role play can involve cognitive affective aspects of the basic figures
they play. The advantages of the role play according to Tukiran Taniredja (2016)
are:

a. Encourage all pupils to engage so they can develop their teamwork abilities.
b. Students are free to decide what to do and how to express themselves.
c. The game is simple to create and may be applied in a variety of contexts.
d. Through observation while playing, the teacher can gauge each student's
comprehension.
e. The play is an enjoyable event for each kid.

Through the role play method carried out by students, they can improve
their ability to communicate well with other friends, and skills students' thinking
is more developed by analyzing various kinds of events that are carried out.
Besides that, the creation of cooperation, sensitivity and responsibility of students
in groups has an impact on good team performance forming attitudes mutual
cooperation and motivation to show the best. This is in line with the advantages of
the role play method put forward by Alicie (2016), the advantages of the role play
method is by applying the role play method the quantifying student can

12
understand, given the material to be dramatized about open material. Furthermore,
students will get used to being creative, taking the initiative as well creative.

According to the opinion above, students can enhance their capacity to

interact with friends through the use of the role-playing approach, and their ability
to think critically can be improved by examining a variety of situations.
Additionally, the development of group members' sensitivity, cooperation, and
responsibility has an effect on the formation of their attitudes toward one another
and their motivation to perform at their best. This is consistent with the benefits of
the role-playing technique put out.

B. Relevant Studies

The first previous research was researcher used studies related to the title
as relevant references.A research by Balqis (2019) entitled Improving Students'
Vacabulary mastery By Using Role Play at SMP Muhammadiyah 12 Binjai the
Academic Year 2019/2020. This study aims to determine the increase in
students' vocabulary mastery by using role play with the theme of vocabulary
about the names of objects, animals and plants. The purpose of this research is
to improve students' vocabulary mastery by using role playing. The results of the
data analysis showed that there was an increase in students' vocabulary mastery
in each cycle. Where there are more students who get success criteria and few
students who are not successful. In other words, students' vocabulary mastery
increases.

A second previous study was a research by Amalia (2020) entitled The

Use of Role Play Method to Improve Students' Vocabulary In Term of Noun at
VIII Grade Students of SMP Handyani Sungguminasa. The researcher used pre-
experimental method that applies pre-test and posttest. The population were the
second grade students that consisted of 90 students in academic year 2020/2021. It
13
the result show that the use of role play method was effective to improve students’
vocabulary because the results of the t-count were higher than the t-table. The
application of role play was successful in this study.

A third previous study was research by Artadina (2019) entitled The

Implementation of Role Play Technique to Improve Students' Speaking Ability.
The aim of this research was to find out whether there was a significant
improvement of the students' speaking ability after they were taught by using role
play. This research used quantitative approach and it was conducted to 36 students
in class X MIA 3. The data of the research were collected by using speaking test.
The result showed that there was a significant improvement in students' speaking
ability after they were taught by using role play. It could be proven from the
improvement of students' mean score from pretest to posttest. In conclusion, Role
play Technique can improve students' speaking skill.

All the studies above learn that role play is a useful method for learning a
language. However, most of the research was conducted outside Mandailing
Natal. Research on this topic in Mandailing Natal is still rarely done. The
differences between previous research and current research are in the learning
methods, research locations, stages, and some of the subjects used. The learning
method used is Role Play. The stages that the researcher carried out pretest,
treatment and the subject use grade 7 English with vocabulary topics. Location the
research that will be examined by researchers is SMPN 2 Tambangan because this
institution has not yet implemented the role play learning method in English
subjects.

C. Conceptual Framework

Vocabulary is one of the basic components of the English language, as

stated in previous literature studies. Teaching vocabulary should be more fun and
enjoyable for students so that they are interested in the teaching and learning
14
process. Teaching vocabulary is not just giving students a few words to write
down and memorize. To assist teachers in teaching vocabulary to students, the
role play method will be used as a learning medium.

Students can use the role play method to help them get through some of
the difficulties associated with learning English in a instant. Students can use the
role play method to help their language learning. It is a tool for developing new
learning settings and increasing student motivation. The role play method can be
easily learned by anyone. Students are able to remember new terms.

D. Research Hypothesis

The hypothesis is a temporary answer to the formulation of the problem the

proposed research (Sugiyono, 2015) the hypothesis that the researcher formulated
from the formulation of the problem and frame of mind is:

a. The alternative hypothesis (H1): Role play has significant effect at the seventh
grade students' vocabulary ability at SMPN 2 Tambangan.
b. The null hypothesis (H0): Role play doesn’t have a significant effect at the
seventh grade students' vocabulary ability at SMPN 2 Tambangan.

15
 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents the method of the research design,
variables, population, instrument of the research, procedure of collecting data and
technique of the data analysis.

A. Research Method and Design

The study use a quasi-experimental design including two groups of

classes. One group will be considered as the experimental class and the other as
the control class. In the experimental class, the researcher uses the role play to
learn vocabulary, while in the control class, researcher uses conventional teaching
methods.

The researcher uses pretest and posttest in both the experimental and
control sessions. The goal is to find out how the role play method can be used to
teach students vocabulary. To determine a significant effect, researcher compared
the pretest and posttest of the experimental and control classes. This is a model of
a quasi-experimental design.

According to Sugiyono (2015), the method of data collection is described

as an ethical way to obtain data for the intended purpose and use. The information
obtained through this research is empirical data that meets the specific criteria of
being legitimate using the below : In the first experimental class, the researcher
uses the results of the pre-test then the researcher uses the treatment in the form of
role play then the researcher conduct a post test to see the students' vocabulary
skills in the class. Whereas in the control class the researcher only uses the pre test
and post test without treatment so that he could compare the experimental class
with the control class.

16
B. Variable

A research variable is an attribute or trait or value of a person, object or

activity that has certain variations determined by the researcher to be studied
and then conclusions drawn (Sugiyono, 2019). From the opinion above it can
be conclusion that Research variables are characters, attributes or anything that
is form, or which is of concern in a study so that it has variations between one
object and another object in a particular group and then conclusions are drawn.

There are three types of variables, namely control, independent and

dependent variables. This research consists of two variables, namely the
independent variable and the dependent variable. The independent variable is
the variable that influences or is the cause of the change or emergence of the
dependent variable, while the dependent variable is the variable that influences
or is the result, due to the existence of the independent variable.

1. Independent variable is a role play

2. Dependent variable is the students vocabulary.

C. Population and Sample

1. Population

The population of this research is the seventh grade students of SMPN 2

Tambangan consistiy of VII A, VII B, with the total population of 60 students.

Class The number of student

VII A 24 Student

VII B 24 tudent

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2. Sample

According to Sugiyono (2018:138), purposive sampling is taking samples

using certain considerations according to the desired criteria to be able to
determine the number of samples to be studied. The researcher use purposive
sampling technique because there only two classes, and divided into two
groups, nanely the experimental class and control class. The researcher selected
VII.A consisting of 24 students as the experimental class and VII.B consisting
of 24 students as the control class. The researcher selected this sample because
the students in these two classes have a limited number of words and it is
difficult for them to memorize the meaning of words. The information was
obtained by researcher through direct observation at schools.

3. Location and Time

This research was carried out in Mandailing Natal area, at SMPN 2

Tambangan. This research was conducted From September until October 2023.
This research was held in four meetings in each class,pre-test, double treatment,
and post-test. The selection of the school was based on observations made
there, where researcher discovered issues with vocabulary achievement among
students as well as a lack of sufficient time and resources.

Smp Negeri 2 Tambangan is an educational unit with a junior high school

level in Tambangan Pasoman, District. Tambangan, District. Mandailing Natal,
North Sumatra. In carrying out its activities, Smp Negeri 2 Tambangan is under
the auspices of the Ministry of Education and Culture.

Education Unit Identity

Name : SMPN2 Tambangan

18
NPSN : 10208097

Address : Tambangan

Pos Code : 22994

Village / Kelurahan : Tambangan Pasoman

District / City (LN) : Tambangan

Regency. / City / Country (LN) : Mandailing Natal

Province : North Sumatra

School Status : state

Running Time : 6 / Morning

Education Level : Junior High School

19
D. Instrument of the Research

According to Sugiyono (2017), a research instrument is a tool use to

measure observe natural and social phenomena. Based on the existing
understanding of research instruments express, it can be understood that
research instruments are tools that use by researcher to obtain the data being
researched using various research methods.
According to Arikunto (2010), the meaning of a grid is a table the
relationship shows between the things mentioned in the lines with the things
mention in the column. Grid arrangement the instrument show the relationship
between the variables study and the source data from which the data will be
take, the methods use and instruments compiled.

The instrument use by researcher is seventh grade subject test.

Vocabulary test consist of 20 items. The test modified into two kinds such as
translating words and matching word. 8 items word translation, 7 items picture
translating in English, and 5 items word as matching, the limit for student
completeness (KKM) is 70.

E. Procedure of Collecting Data

1). Observation

Observation is performed to find out the general situation of teaching and

learning English in the school. It includes observing the materials and the
teachers method in teaching. Data was collected from observations made before
entering the classroom to conduct research.

Collecting the data, the researcher uses some procedure as follows:

2). Pre-test

20
- Before the pre-test, first test the validity by try out the pre-test questions first
with colleagues, teachers and students.

- Pre-test is given before the treatment:

- The researcher will enter the class and explain the purpose of the research to
the students.

- The researcher give pre-test, which aim to know students’ vocabulary before
treatment. The students are give 45 minute to do the test.

- The test is modifie into two kind of vocabulary test translating words and
matching words in Indonesian into English.

3). Treatment

After administering a pre-test, the researcher treat the experimental

group using role-play, but the control group receive no treatment at all. The
content varies depending on the gathering. Expressions, animals, fruits, objects,
and vocations make up the content. Four meetings are held by the researcher
while implementing the treatment. The steps (RPP) can be seen in the
attachment page 56 or 57.

4). Post-test

After doing the treatments, so the students will give post test in the last
meeting. In post test the researcher distribute the write test that will give in the
pre-test. By post-test researcher can know the improve vocabulary of students
with role play. The same as pre-test students will give.45 minutes to do the test.

In determining the mean score, standard deviation, test of significance

and standard significance, the researcher calculate it by using SPSS 22 and use
table distribution to choose.

5). Documentation
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 Documentation is to find data on things in records, books, and gaps.
Documentation media in this study are the names of seventh-grade students of
SMPN 2 Tambangan and the learning outcomes of seventh-grade students, the
geographical location of the school, educators, and lesson plan. The
documentation instrument in this study useda datasheet, a list of data needed by
researcher obtained from SMPN 2 Tambangan.

E. Technique of Data Analysis

The researcher will collect test results from the students in order to
determine how well they knew vocabulary when using role play in the
experimental class and without using it in the control class. Following the
collection of all student scores, the researcher use SPSS to measure the results of
the normality and homogeneity tests. After examining the results of the normality
and homogeneity tests, the T-test Will use to determine the differences in student
performance between the pre-and post-tests for each class in the experimental and
control groups.

The researcher will collect test results from the students in order to
determine how well they knew vocabulary when using English songs in the
experimental class and without using it in the control class. Following the
collection of all student scores, the researcher will use SPSS to measure the results
of the normality and homogeneity tests. After examining the results of the
normality and homogeneity tests, the T-test will use to determine the differences
in student performance between the pre-and post-tests for each class in the
experimental and control groups.

The following formula can be use to determine the impact of using English
songs on students' vocabulary achievement when utilizing a t-test:

22
 X 1−X 2
t=

√ ( )
2 2
s1 s2 r s1
+ −2 +¿ ¿
n1 n 2 √ n1
Where:

t = test of significance

X 1 = mean score of the experimental group

X 2 = mean score of the control group

s1 = sum square of the experimental group

s2 = sum square of the control group

n1 = number of students in the experimental group

n2 = number of students of controlled group

1. Validity

According (Sugiyono, 2018) states that the validity test is the similarity of
the data reported by researchers with data obtained directly that occurs with the
research subjects. Validity was one of the primary considerations for quantitative
study results. According to this definition, validity is the degree of correctness
between data that occurred in the study object and the researcher's reporting
capacity. Basically, the research tool itself needs to be reliable. When determining
if a test instrument is valid or not, there are a number of provisions or validity-
relate factor that should be examine. The following formula can be use to test the
t-test using Pearson's product-moment correlation or the SPSS program:

r xy =N ¿ ¿

23
N = Number of samples

∑ x = Score item
∑ y = Total score
r xy = Correlation coefficient

2. Reliability

According to Sugiyono (2018), reliability testing is the extent to which

measurement results using the same object will produce the same data. The
reliability of the test can be determine using the formula from Kuder Richardson-
21 using the SPSS program, which is as follows:

K M( )
r 11 = (1− K −M )
K −1 KS 2

Where :

K = The number of test items

M = Mean of the score

S = Standard deviation of the score

3. Normality Test

According to Ghozali (2016), the normality test is carrie out to test whether,
in a regression model, an independent variable and a dependent variable or both
have a normal or abnormal distribution. Using the Lilifors test or the SPSS
program, it is possible to determine whether the data, which acquired from the
students' scores, had a normal distribution or not. The normality test for this study
24
carrie out using SPSS. To determine if the data normal or not when performing
the Lilifors test, Lo should be compare against Lt with α = 0,05. The Lilifors test's
characteristics were:

 If Lo< Lt = data is normal

 If Lo> Lt= data is not normal

4. Homogeneity Test

According to Nuryadi (2017), homogeneity test, the homogeneity test is a

statistical test procedure designe to show that two or more sample data sets
originating from a population have the same variance. To determine if the data
obtaine from the students' scores were homogeneous or not, a homogeneity test
will use. The homogeneity test carrie out in this study using SPSS, however, it
may have been assesse using the Levene test. To determine if the data
homogeneous or not, the obtained Fo should be compare to the obtaine Ft with α
= 0,05.

Levene's test (Levene 1960) is used to test whether k samples have the same
variance. The same variance between samples is called homogeneity variance.
Some statistical tests, for example analysis of variance, assume that variances are
the same between groups or samples. Levene's test can be used to verify this
assumption.

The Levene test's characteristics were:

 If Fo< Ft = data is homogenous

 If Fo> Ft= data is heterogeneous
1. Analysing the data from the questionnaire by using the formula below:

f
P= x 100 %
n
25
 Where :
P = Percentage
f = frequency of respondents
n = number of sample

F. Hypothesis
The definition of hypothesis according to Sugiyono (2017), in his book
Quantitative Qualitative Research Methods and R&D is a temporary answer to
the formulation of a research problem, where the formulation of the research
problem has been stated in the form of a question sentence.
1. Zero Hypothesis (H0) is a hypothesis which was tested. Usually, this
hypothesis is a statement that shows that a population parameter has a certain
value. The null hypothesis is usually stated with the words "no difference or
no effect".
2. Alternative Hypothesis (Ha) is the same statement with the same population
parameters as those used in the null hypothesis. Usually this hypothesis is a
statement that states that the population parameter has a different value from
the statement stated in the null hypothesis, namely that there is an influence.

26
27
 CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

A. Findings

The data analysis was conducted quantitatively, gathering quantitative data

from the average scores of students in mastering vocabulary. This research took
place in one class at SMPN 2 Tambangan, namely Class VII-A with 24 students
28
 and Class VII-B with 24 students. The experimental and control classes were
exposed to different methods. In the experimental class, students were taught using
role-play and tested to measure their interest in using this method to learn
vocabulary. Conversely, in the control class, students were taught using the
traditional method, requiring them to memorize the presented vocabulary in each
class sesson. Data were measured to determine differences in students’ vocabulary
mastery when using role-play and when not. Pre-tests, post-tests, and findings from
both experimental and control classes were utilized to compile the data.

B. Specific Findings

1. Data

a. Students’ Pre-Test and Post-Test scores in Experimental Class

The experimental class used in this study was Class VII-A, consisting of 24
students. The pre-test measured student achievement in vocabulary when taught
using role-play. Based on the pre-test score, the average score of the experimental
class was 53.96, with the lowest score being 30 and the highest score being 80.
After measuring the pre-test data, role-play was implemented in this class.
After the treatment concluded, the post-test was conducted to measure whether
role-play had an effect on students’ ability in vocabulary by comparing both pre-
test and post-test scores. The post-test results showed the mean score of students in
the experimental class increased to 82, and the range of the mean score from pre-
test to post-test was 30. The results of the pre-test and post-test can be seen on the
second attached page.

1). The Result of Pre-Test in Experimental Class

a. Mean

29
 x=
∑ f n xn
∑f
60+50+80 … … .+ 45
x=
24

1.295
x= =53,96
24

b. Median

Median =
x
[]
n
2
n
+ x [ +1]
2
2

X : Ordered list of value

n : Sum of all value

Median =
x
[ ]
24
2
24
+ x [ + 1]
2
2
x [ 12 ] + x [13]
= 2
50+50
= 2
= 50

c. Range

Range = X Max– X Min

= 80 – 30

= 50

d. Variance
S
2
= ∑ ¿¿ ¿
Where :
2
S : Sample varience

30
 x i: Value of each data
x : Avarage value of all observations
n : Number of observation data

S = 1¿¿¿
2

2 3.548 , 9
S =
24
= 147,87

e. Std. deviation
Sd = √∑ f i−¿ ¿ ¿ ¿

Where :
S : Std. deviation
f i : Group frequency

x i : Middle value of x

X : Avarage value of data

n : Number of data

s= √
3.548 , 9
24

= √ 147 , 87

= 12,16

The following table shows the additional results from the experimental
class's pre-test score.

Table. 4.1
Table of Data Statistics of the Pre-Test Result in Experimental Class
Mean 53,96
Media 50
Mode 45
31
 Std.Deviation 12,16
Variance 147,87
Range 50
Maximum 80
Minimum 30

From the table above it can be seen that the average score of 24 students is
53,96 in the experimental class so it can be concluded that the achievement is still
low.

Tabel.4.2
Frequency of student grades
Interval Frequency percent
30-49 9 37,5%
50-69 12 50%
70-79 1 4.16%
80-89 2 8,3%
90-100 -
24 99,9%

1) The Result of Post-Test in Experimental Class

To search for data manually can use the formula below :

a. Mean

x=
∑ f n xn
∑f

32
 70+70+95 … … .+ 45
x=
24

1.605
Mean = = 66,88
24

b. Median

= [ ]
n n
x + x [ +1]
Median 2 2
2
X : Ordered list of value
n : Sum of all value

65+70
Median = 2
= 67,5

c. Range

Range = X Maxs - X Min

= 95 – 45
= 50
d. Variance

S = ∑ ¿¿ ¿
2

Where :
2
S : Sample varience
x i: Value of each data
x : Avarage value of all observations
n : Number of observation data
2
s =1 ¿ ¿ ¿

2 1(78.415 ,12)
S =
24
= 280,027

f. Std. deviation
Sd = √∑ f i−¿ ¿ ¿ ¿
33
 Where :
S : Std. deviation
f i : Group frequency

x i : Middle value of x

X : Avarage value of data

n : Number of data

sd =
√78.415 , 12
24

= √ 280,027

= 16,734

The following table shows additional results from post-test scores

in the experimental class:
Table. 4.3
Table of Data Statistics of the Post-Test Result in Experimental Class
Mean 66,88
Median 67,50
Mode 45
Std.Deviation 16,734
Variance 280,027
Range 50
Maximum 95
Minimum 45
From the table above it can be seen that the average score of 24 students is
66,88 in the experimental class so it can be concluded that the achievement is still
adequate.

Table. 4.4
Frequency of student grades
34
 Interval Frequency percentage
45-59 9 37,5%
Age60-69 3 12,5%
70-79 4 16,6%
80-89 5 20,8%
90-99 3 12,5%
24 99,9%

b. Students’ Pre-Test and Post-Test scores in Control Class

The control class used in this study was Class VII-B, consisting of 24
students. Pre-tests were conducted to measure students’ ability in vocabulary.
From the table below, it can be observed that the mean score of the pre-test was
55.42. After conducting the pre-test and the treatment without using role play, the
post-test was carried out to measure the mean score. It was observed that the post-
test scores were 56.25. The range of the mean score from pre-test to post-test was
found to be 0.78. The results of the pre-test and post-test can be seen on the third
attachment.

1) The Result of Pre-Test in Control Class

To search for data manually can use the formula below :

a. Mean

x=
∑ f n xn
∑f
60+60+70 … … .+35
x=
24

1.330
Mean = = 55,42
24

b. Median
35
 = [ ]
n n
x + x [ +1]
Median 2 2
2
X : Ordered list of value
n : Sum of all value

55+60
Median = 2
= 55,7

c. Range

Range = X Maxs – X Min

= 80 – 30
= 50
d. Variance

S
2
= ∑ ¿¿ ¿

Where :
2
S : Sample varience
x i: Value of each data
x : Avarage value of all observations
n : Number of observation data

2
s =1 ¿ ¿ ¿

2 1(3.744,824)
S =
24
= 156,0343

g. Std. deviation
Sd = √∑ f i−¿ ¿ ¿ ¿

Where :
S : Std. deviation
f i : Group frequency
36
 x i : Middle value of x
X : Avarage value of data
n : Number of data

s = √ 24
3.744,824

= √ 156,0343 = 12,491

The following table shows the additional findings from the pre-test score
in the control class:

Table. 4.5
Table of Data Statistics of the Pre-Test Result in Control Class
Mean 55,42
Median 55,7
Mode 60
Std.Deviation 12,491
Variance 156,0343
Range 50
Maximum 80
Minimum 30

From the table above it can be seen that the average score of 24 students is
55,42in the experimental class so it can be concluded that the achievement is still
low.
Table.4.6

Frequency of student grades

Interval Frequency percentage
30-49 7 29,16%
50-69 13 54,16%
70-79 3 12,5%

37
 80-89 1 4.1%
90-100 - -
24 99,9%

2) The Result of Post-Test in Control Class

a. Mean

x=
∑ f n xn
∑f
65+65+80 … … .+ 40
x=
24

1.350
Mean = = 56,25
24

b. Median

= [ ]
n n
x + x [ +1]
Median 2 2
2
X : Ordered list of value
n : sum of all data

55+55
Median = 2
= 55
c. Range
Range = X Maxs – X Min
= 80 – 35
= 45
d. Variance

S
2
= ∑ ¿¿ ¿

Where :
2
S : Sample varience
x i: Value of each data
38
 x : Avarage value of all observations
n : Number of observation data

2
s =1 ¿ ¿ ¿

1(3748 ,54 )
s
2
= 24
= 156,189

e. Std. deviation
Sd = √∑ f i−¿ ¿ ¿ ¿

Where :
S : Std. deviation
f i : Group frequency

x i : Middle value of x

X : Avarage value of data

n : Number of data

s=
√3.748 , 54
24

= √ 156,189 = 12,497

The following table shows the additional findings from post-test scores in
the control class:

Table. 4.7
Table of Data Statistics of the Post-Test Result in Control Class
Mean 56,25
Median 55
Mode 40.55,60
Std.Deviation 12,497
Variance 156.189
39
 Range 45
Maximum 80
Minimum 35

From the table above it can be seen that the average score of 24 students is
56,25 in the experimental class so it can be concluded that the achievement is still
low.

Table.4.8

Frequency of student grades

Interval Frequency percentage

35-49 6 25%

50-69 14 58,3%

70-79 2 8,3%

80-89 2 8,3%

90-100 - -

24 99,9%

2. Data Analysis

1. Validity

a. Validity of Test

The SPSS V 29 program was utilized for calculating the validity of the test
instrument. The analysis was conducted on the results of the 50-question test
40
instrument. If the test is valid, the researcher should obtain an rcount > rtable
result, and vice versa, as shown in the fourth attachment.

From the table, it is evident that all test items are valid, with rcount being
greater than rtable. This table provides confirmation of the validity of each test
item. To assess students’ learning abilities, conducting tests becomes imperative.

24 ( 440 )−( 13 ) (712)

r xy = √ ¿¿ ¿

10.560−9.256
= √( 119 ) (82.304 ) = 0,417

2. Reliability

When utilizing SPSS V 29, the researcher should found that rcount > rtable,
and vice versa, if the question is genuine. Due to rcount > rtable (1,050z > 0.404)
with N (the number of students) being 24 students and 50 items, the test’s
reliability, assessed using SPSS V 29, yielded a high-level reliability result. The
significance level was 0.05, indicating that the test is trustworthy, as can be seen
below :

Table 4.9
Reliability Statistics
Cronbach’s Alpha N of item

1,050 50

K M( )
r 11 = (1− K −M )
K −1 KS 2

50 66 , 88(50−66 , 88)
= (1 - ¿
50−1 50(16,734 2)

41
 50 (−1.128 , 93)
= (1 - )
49 50(280,026)

50 (−1.128 , 93) 50
= (1- ¿= ( 1- (-0,080))
49 14.001 , 3 49

50 52, 92
= (1,080) =
49 50
r 11 = 1,050

3. Normality Test

a. Pre-Test Normality Test

The normality test can be conducted using the Kolmogorov-Smirnov and

Shapiro-Wilk formulas. However, the SPSS V 29 program was utilized to
evaluate the normalcy of the research. A significant score greater than 0.05 was
required to pass the normality tests and obtain data with a normal distribution. If
the significant score was less than 0.05, it can be inferred that the data did not
adhere to a normal distribution. The subsequent table presents the results of the
normality test based on the pre-test scores:

Table 4.10
Test of Normality from the Pre-Test Result of both Experimental and
Control Classes

Tests of Normality

42
 Kolmogorov-Smirnova Shapiro-Wilk

Class Statistic df Sig. Statistic Df Sig.

Score Control 0,140 24 .200* 0,981 24 0,911

Experiment 0,167 24 0,083 0,945 24 0,214

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

The preceding table demonstrated that the significance score in

Kolmogorov-Smirnov for the experimental class was 0.200, whereas for the
control class, it stood at 0.083. The significance of the normality pre-test score for
the experimental class in Shapiro-Wilk was 0.911, while for the control class, it
was 0.214.

According to the criteria mentioned in the previous chapter, the data can be
considered valid if the significance score was greater than 0.05, indicating that the
data had a normal distribution. Therefore, it can be said that both the pre-test data
for the experimental and control classes had a regularly distributed distribution.

b. Post-Test Normality Test

The subsequent table displays the results of the normality test using post-
test scores from both experimental and control classes:

Table 4.11
Test of Normality from the Post-Test Result both of Experimental and
Control Class

43
 Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Control 0,136 24 .200* 0,918 24 0,054

Experiment 0,108 24 .200* 0,957 24 0,384

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

According to the previous table, Kolmogorov-Smirnov demonstrated that

the significance score for the experimental class was 0.076, while for the control
class, it was 0.200. Additionally, according to the Shapiro-Wilk calculation, the
significance of the normality pre-test score for the experimental class was 0.509,
whereas for the control class, it was 0.204.

The data can be considered normally distributed based on the qualification

described in the previous chapter; if the significance level was greater than 0.05,
the data are considered normal. Consequently, it may be stated that the data in
both the experimental and control classes at the post-test were regularly
distributed.

4. Homogeneity Test

The SPSS V 29 program was utilized to conduct the homogeneity test,

employing the Levene methodology. To achieve data with a homogeneous
distribution, the significant score in a Levene table needed to be higher than 0.05.

a. Pre-Test Homogeneity Test

The following table presen the results of the homogeneity test in the pre-
test:

Table 4.12
44
 Homogeneity Pre-Test Result both Experimental and Control Class

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Score Based on Mean 0,022 1 46 0,884

Based on Median 0,075 1 46 0,785

Based on Median and 0,075 1 45,215 0,785

with adjusted df

Based on trimmed 0,024 1 46 0,877

mean
According to the aforementioned table, the significant homogeneity of the
pre-test in the experimental and control classes was 0.884. Therefore, it can be
inferred that the distribution data of the pre-test in the experimental and control
classes were homogeneous, as previously indicated in the chapter in which this
test’s outcome was 0.884 > 0.05. This indicates that the pre-test results in the
experimental and control classes were equally homogeneous.

b. Post-Test Homogeneity Test

The following table present the results of the post-test homogeneity test:

Table 4.13
Homogeneity Post-Test Result in both Experimental and Control Class
Test of Homogeneity of Variance

Levene
Statistic df1 df2 Sig.

Score Based on Mean 3,670 1 46 0,062

Based on Median 3,719 1 46 0,060

Based on Median and 3,719 1 45,888 0,060

with adjusted df

Based on trimmed mean 3,682 1 46 0,061

45
 According to the table above, the significant uniformity in the post-test for
both the experimental and control classes was 0.062. The post-test results in both
the experimental and control classes had a homogenous distribution.

5. Test of Hypothesis
After determining the results of the homogeneity and normality tests, a test
of hypothesis was conducted. In this study, the data were measured using a t-
test in SPSS V 29 to determine whether there were any appreciable differences
in the students' vocabulary between the experimental and control classes. To
determine whether there was a significant difference or not, hypothesis tests
were performed on the results of the post-test following the role play of the
treatment. The data from the mean score in both the experimental and control
classes should be entered. The results of the exams taken in the experimental
class were acceptable, as shown in the following table, which demonstrates the
influence of utilizing the role play on students' vocabulary Ability. The
following table displays the findings of the hypothesis test conducted using
the SPSS V 29 program:

Table 4.14
The Result of T-Test Calculation

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score Control 24 56,25 12,705 2,593

Experiment 24 66,88 16,734 3,416

The table above shows that there were different numbers of students in each
class; there were 24 students in the experimental class and 24 in the control class.
The test was carried out to determine the differences in vocabulary Ability
between students who used the role play and those who did not. In the
experimental class, the mean score was 66.88, while it was 56.25 in the control
46
class, according to the table. It can be seen that there was a 12.41 point difference
in mean scores between the experimental and control classes. It can be concluded
that the mean score of the experimental class was higher than the control class.

Table 4.15
The Result of Independence Sample Tests
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means

95%
Confidence
Interval of the
Sig. Difference
(2- Mean
tailed Differenc Lowe
F Sig. T df ) e r Upper

Scor Equal 3,67 0,06 2,47 46 0,017 10,625 1,992 19,25

e variance 0 2 7 8
s
assume
d

Equal 2,47 42,90 0,017 10,625 4,289 1,97 19,27

variance 7 2 5 5
s not
assume
d

The outcome of the statistical analysis is displayed in the previous table.

The tcount in the table above had a score of 2.47. While the sig.tailed (p) score
was 0.017 and df (Degree of Freedom) was 46. Ha would be disregarded if p <, as
was stated in the preceding chapter. According to the findings shown in the table
above, p, which was 0.017 < 0.05, demonstrated that while Ho was turned down,
Ha was welcomed. Therefore, it can be said that the role play had an impact on
students’ vocabulary Ability.

47
B. ANALYSIS

The research results reveal an improvement in students' vocabulary ability

through role-playing, evident in the average pre-test and post-test scores from
both the experimental and control classes. Consequently, the percentage of
students scoring 70 or above, passing the KKM, increased. In the pre-test, only 1
student in the experimental class scored above 70 (4.16%). In the post-test, 3
students (12.5%) achieved this, representing an 8.34% increase. In the pre-test, 2
students in the control class scored 70 (8.33%). However, in the post-test, only 1
student reached 70 (4.16%), indicating a 4.17% decrease. These results suggest
that the application of role-playing consistently enhanced students' vocabulary
scores from pre-test to post-test in the experimental class. Not only did average
grades improve, but students' expressions, interest, and enthusiasm also increased.
Most students became more active and engaged during the teaching and learning
process, demonstrating that role-pla can enhance students' vocabulary and support
English teachers in vocabulary instruction

a. Discussion

This section discussed the teaching of vocabulary through role play, focusing
on how role-playing games enhanced students' vocabulary retention. The research
results demonstrated that role play effectively contributed to maintaining students'
vocabulary, as evidenced by the increase in student scores. The average pre-test
score in the experimental class was 53.96. Following the implementation of role
play, the average post-test score rose to 66.88. In the control class, the average
pre-test score was 55.42, with a post-test average of 56.25. The Minimum
Completeness Criteria (KKM) was set at 70 as the specified success criterion.

Role play has proven to be effective in enhancing students' achievement in

learning English because it influences the improvement of students' vocabulary.
With the introduction of role play activities, all students are actively engaged and
contribute to the classroom. Furthermore, this role play method is not overly

48
formal and monotonous, making students enthusiastic during the learning process
and preventing boredom. Teachers can also reignite students' enthusiasm through
role play. Therefore, role play significantly influences students' learning
achievements in the classroom.

In addition to the improvement in students' grades, the application of role play

received a great response from students during the vocabulary teaching and
learning process.

This can be compared with previous research, such as Balqis's thesis (2019)
titled "Increasing Students' Vocabulary Mastery Using Role Play at
Muhammadiyah 12 Binjai Middle School for the 2019/2020 Academic Year."
Although the researcher's thesis differed by employing a two-class approach, the
overall impact on increasing students' vocabulary aligned with Balqis's findings
using Class Actions with cycles I and II.

Similarly, Amalia's thesis (2020) on "Using the Role Play Method to

Increase Students' Vocabulary in Nouns for Class VIII Students at Handyani
Sungguminasa Middle School" shared similarities with the researcher's thesis,
utilizing two classes to enhance students' vocabulary abilities..Furthermore,
Artadina's thesis (2019) titled "Application of Role Play Techniques to Improve
Students' Speaking Ability" aimed to enhance speaking skills, while the
researcher's thesis focused on improving students' vocabulary skills.

Both studies used two classes for research material. The results from
previous research, along with the current study, indicated that role play
significantly influenced students' ability to learn English.

49
 CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

The study conducted at SMPN 2 Tambangan, specifically focusing on the

seventh-grade experimental and control classes, aimed to assess the impact of
incorporating role play on students' vocabulary proficiency. Upon completion,
distinct outcomes emerged for each chapter in both classes. The introduction of
role play significantly influenced students' vocabulary abilities, as evidenced by
heightened enthusiasm observed in their performance both before and after its
introduction. Responses to the researcher's inquiry revealed a unanimous
agreement among students that utilizing role play positively affected their interest
in learning.

Earlier mentioned statistical information disclosed variations between the

experimental class, utilizing role play, and the control class, employing the
traditional vocabulary memorization method over four sessions. The hypothesis
test demonstrated an increase in pre-test and post-test scores in each class. Setting
alpha at 0.05, the rejection of the null hypothesis (Ho) occurred, with the two-
tailed significance smaller than alpha, supporting the acceptance of the alternative
hypothesis (Ha). This substantiated a significant effect of role play on students'
vocabulary abilities.

The effects derived from role play encompassed improved vocabulary

proficiency, elevated vocabulary scores, heightened enthusiasm for learning, and
increased motivation among students learning English. Notably, the mean post-
test score in the experimental class (66.88) surpassed that of the control class

50
(56.25). In conclusion, it is evident that role play had a substantial impact on the
vocabulary abilities of seventh-grade students at SMPN 2 Tambangan.

B. Suggestions

1. In order to enhance student activity, enthusiasm, and enjoyment in the learning

process, teachers are encouraged to incorporate role play when teaching
vocabulary.

2. Emphasizing the importance of communication, students should engage in

practicing vocabulary in context, emphasizing regular practice and recall as
crucial for retaining learned vocabulary.

51
 REFERENCE

Afifi, Fauzan. (2017). Pengaruh penerapan model role play terhadap

keterampilan berbicara siswa pada pembelajaran terpadu di kelas IV SD
Sukoharjo II tahun ajaran 2016/2017, universitas Lampung.

Alabsi, Thuraya. (2016). Jurnal Theory and practice in language studies Jilid 6
Terbitan 2 Halaman 227. PenerbitAcademy Publication Co., Ltd.

Alicie. (2016). Effects of metapragmatic instructions on the production off

compliments and complument responses: learnernrole play in the foreign
language classroom. Sam Houston State University, USA.

Alqahtani, Mofareh. (2015). The importance of vocabulary in language learning

and how to be taught . International Journal of Teaching and Education,
Vol. III(3), pp. 21-34., 10.20472/TE.2015.3.3.002.

Amalia, R. (2020). The Use of Role Play Method to Improve Students' Vocabulary
In Term of Noun at VIII Grade Students of SMP Handyani Sungguminasa.
English education Department Faculty of Training and Education
Muhammadiyah University f Makassar.

Anne, Dorathy & Dr. S.N. Mahalakshmi. (2011). Second language acquisition
through task-based approach-role-play in English Language Teaching.
Jurnal English for spesipic purposes world, issue 33, voll 11.

Artadina. (2019). The Implementation of Role Play Technique to Improve

Students'Speaking Ability.

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