Abstrak
ABSTRACT Meriyadona, 2315.070. The Effect of Using Role Play Technique toward Students’ Speaking Fluency at in English Corner Program This research was due to discover the effect of using Role Play toward students’ speaking fluency. It has been done in English corner program. Most of students in English Education Section still encounter problems in speaking fluency. The students had low motivation to speak in public. It was indicated by many of them in using vocabulary cannot support them to speak fluently, have lack of self-confidence to practice orally, rarely practice in their community. As a result, only some of the students got involved in the classroom activity. This research used experimental research.The researcher used a quantitave research design by using the pretest-posttest control group design.The population of this research was the third semester of English education section that was member of English corner program. The sample was class B as experimental class and taught by using R ole Play and class C as control class and taught by using conventional strategy. To determine the sample, the researcher used claster sampling technique. The data was got through pretest and posttest of experimental and control groups.To analyze the data, the researcher used the normality by using Lilliefors test and the homogeneity test by using F test and to test the Hypothesis the researcher used z-test formula and consulted the result into t- table with level of significance α = 0,05. From the result and accounting the pre-test and post-test scores of the experiment class, it was found that the z-obtained (7,12) was higher than the t-table (1,645) with degree of freedom (df) = 59 and (α) = 0,05. So, the alternative hypothesis (Ha) was accepted which means that there was significant effect of Role Play to the students speaking fluency. Then, the calculation of post-test both classes : was experimental class and control class, it was obtained that the z-o was (11,14) which was higher than the t-table (1,645). with degree of freedom 30 + 31 – 2 = 59 and (α)= 0,025 So, the alternative hypothesis (Ha) was accepted which means that there is significant difference between using Role Play and conventional strategy. Then z-obtained both of classes is (11,14) which was higher than t-table (1,645) with (α)= 0,05. So, the alternative hypothesis (Ha) was accepted which means that Role Play is better than conventional strategy in teaching speaking fluency. So, it can be concluded that the entire hypothesis is accepted. It is proved that using Role Play can help the students in improving their speaking fluency. Keywords: speaking fluency, Role Play.