I introduction

Object of the research- The development of ways of improving spelling skills of young learners.
Subject of the research- Ways of improving spelling skills of young learners.
Aim of the research -to achieve such a target, learners should be exposed to a wide range of written texts and taught effective spelling comprehension strategies
Theoretical value of the research- to help young learners have an active and purposeful relationship with English words. Spelling movement is an active cognitive process that involves taking meaning from a written text and making it effective and thinking for any action.

1.General background.

Speaking is one of the important skills that should be mastered students in order to communicate in English fluently and clearly. Speaking involves interaction with one or more participants this means that effective speaking also involves a good deal of listening. Speaking take places everywhere and became parts of our daily activities. Speaking is the most difficult skills to be mastered by the students, among the four skills listening, speaking, reading and writing. Rees states “speaking is fundamental to human communication”. Communication can help people to interact with others. It is also the process of expressing and receiving the ideas. In the school, the students can learn about the language but the only way to learn to use it for communication. In fact, in teaching speaking, the teacher should cover some aspects such as fluency, accuracy, pronunciation and choices of proper words for the appropriate the expression. Learning English does not mean just learning about the structure and vocabulary, but also learning how to speak the language for communication to one another.
Students get involve in communication because they have ideas and feeling they want to share. This sharing cannot be done in one way, but there must be senders and receivers to build a conversation. On the other hand, having wide speaking students can communicate effectively even though they may be weak at the grammar and vocabulary. It means that teacher must pay a lot attention on enriching student speaking. In fact, the low-level achievement of speaking ability in May 2 Filial was because there were many factors that influence speaking ability especially in pronunciation, grammar and vocabulary. Based on the observation in May 2 Filial Pontianak, the writer identified the problem by the topic that expression of happiness the students found difficulties pronunciation in expression of happiness, lack of vocabulary and students were still shy to speak. Another reason is caused by the inappropriate techniques used by the teacher in teaching speaking ability.
Whereas, teaching English as foreign language requires the use of effective learning methods, techniques or activities that promote the speaking ability. In order to overcome this situation, there was an effective way that teaching speaking ability can be done through some various activities that can progress speaking ability. We can choose one of the language teaching activities that are suitable with the level of the students. One of them is by using role play activity as a technique in teaching and learning process. ²
Role play is important in teaching speaking because that gives students an opportunity to practice communication in different social context and in different social roles. In addition, that also allows students to be active and to put students in another person’s place for a while. Role play technique is the way to teach speaking by setting up the students in the situations in pair of groups. This means putting two or more students together and giving students handouts sheet, which they can read and study first taking Based on the explanation above the writer would like to conduct Classroom Action Research to solve the problem. The writer would like to use role play technique in improving speaking ability in class. Through role play technique there are so many advantages for students in earning process. The students can be more motivated and challenged to communicate using English in their daily life because they have practice in classroom. As a mean of communication, language has an important role to get or to share the information we may use written or spoken language, but if we want to convey the ideas directly, we need to speak. We can say that people are not able to comprehend the language if they cannot use the language in speaking, so it is important for people to have a good speaking ability.³
According to brown and Yule speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. It’s form and meaning are dependent on the context in which it occurs, including the participant themselves, their collective experiences, the physical improvement, and the purpose of a speaking. speaking requires that learner not only know how to produce specific point of language such a grammar, pronunciation or vocabulary, but also, they understand when, why and what ways to produce the language. Brown says, “Technique where the specific activities manifested in the classroom that were consistent with an approach as well”. it is supported by charangon, et all say, “A number of affective teaching techniques are used to stimulate beginners’ interest. Using role play in classroom is one of recommended techniques.” According to Brown and Yule there are three functions of speaking: a. Speaking as Interaction Speaking as interaction refers to the interaction which serves a primarily social function. When people meet, they exchange greetings, engage in small speaking and chit chat, recount recent experiences because they wish to be friendly and establish a comfortable zone of 4 interaction with others.
The focus is more than speaker and how they wish to presents themselves each other. b. Speaking as Performance Speaking as performance is refers to public speaking, it is talk with transmit information before and audience such as public announcement and speeches. Speaking as performance tends to be in form of monolog rather than dialogue, often follow a recognizable format and it is closer to written language than conversational language. c. Speaking as Transaction Speaking as transaction refers to situation where the focus is on the message about what is said or achieved in order to make people understood early and accurately. In speaking as transaction, the focus activity is group discussion. According to Killen that” discussion is an orderly process of face to face group interaction in which people exchange ideas about an issue for the purpose of solving problem, answering the question, enhancing their knowledge or understanding, or making decisions. In this research, the writer offers the teaching of speaking though role play in order to improve the students’ speaking ability in expression of happiness. Dealing with the type of communication, expression of happiness is one of the types of public communication in class through role play.
In expressing of happiness, the students more active and doing the dialogue with another student, they work by the group. There will be learners are supposing this activity. The topic is being discussed must be clear told to the students/group. According to Livingstone defines role play as “a classroom activity which gives the student the opportunity to practice the language, the aspects of roles he may actually meet outside the classroom.” Larsen freeman explained that role plays are important in the communicative approach because they give learners an opportunity to practice communicating in different social context and different social roles. In role plays, students are assigned role and put into situations that they may eventually encounter outside the classroom. Because role plays imitate life, the range of language functions that may be used expands considerably. Also, role play is highly flexible learning activity, which has a wide scope for variation and imagination.
By the same, Aldose states that a role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation. Thus, role play can improve learners’ speaking skills in 5 any situation, and help learners to interact among the students as they play their parts lead them to practice and develop the ability in speaking. According to Cornett highlighted that the students develop fluency in language and verbal communication skills, as well as the use of the body in face-to-face communication, when they are involved in role play activities. Those skills are especially essential for students learning second language who may not often speak English at home. These learners are simulated to employ the language and then improve fluency and pronunciation with the chance to participate in role plays. Role-players are simply required to act out the other role as they think how other roles may behave.
Consequently, role players will have clear understanding of reactions, feeling, values, and attitudes of the person in the same then they stated that role play activities can be fun and lead to better learning. Because these activities use a student interactional pattern, they help learners to understand the importance of cooperation and to have an interest in learning. Learner should be able to make students understand using their English proficiency. Helping the students to develop communicative efficiency in speaking, the teacher is supposed to have numerous activities to be observed choosing the appropriate one for the students is good to help them understand in learning how to speak.
Teacher should choose a good technique in teaching English speaking skill. The teacher can implement these following steps in role play recommended by Tomlinson A. and his friends:
1. Use everyday examples and situations. Teacher selects the situation to teach. The situation should be relevant and similar to situations that students will encounter in their works.
2. Summarize the role play situation and clarify the objective
3. Choose the students or who want to be volunteers
4. Facilitate the role play situation
5. Make it exciting and fun
6. Pause or rewind the action
7. Create an unexpected situation
8. Ask for feedback and asses’ performances. Role play can be practiced in group each person assigned a role to accomplish an objective.
By doing that, the students are expected to play the roles actively so the speaking skill can be improved. The teacher should keep motivating the students to speak. Moreover, 6 students learn to use the target language in a more realistic and more practical way and they can become more aware of usefulness and practicality of English for speaking skill. Moreover, Tompkins says that role playing/simulation is an extremely valuable method for L2 learning. That encourages thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively nonthreatening setting, and can create the motivation and involvement necessary for learning to occur. Furthermore, Hand says that the effective of use role play can add variety to the kinds of activities students are asked to perform. It encourages thinking and creativity and let students develop and practice new language and behavioral skills in a relatively safe setting, and can create the motivation and involvement necessary for real learning to occur to make them engage on speaking activity. In addition, Milroy, says role plays provide the opportunity to push students to see if they have thought through implementation details and are prepared with the contingency plans to deal with unexpected outcomes. In conclusion, role play is a technique, which can develop students’ ability in target language, promotes students to speak or interact with others in the classroom, increase motivation and makes the teaching learning process more enjoyable.

2.Improving speaking Ability

“Is words in oxford advanced learners ‘’’dictionary of the current English, means that a sound or group at the sound that express a meaning and form an independent unit of a language.
The terms speaking according to Brown, is an interactive process of constructing meaning that involves producing and receiving and processing information. Its form and meaning are dependent on the contest in which it occurs. We generally use speaking as a means of communication daily interaction. The presence of speaker and listener is a must to build up a mutual communication in speaking we call communication. Communication is the way individual can show the feeling, tell the thoughts, ask questions, ask for help, argue, persuade, explain, and give order each other.
Speaking skills is the ability to express opinions or thoughts and feelings to a person or group verbally, whether face or by distance. Alternatively, speech is a natural means of communication between members of the public to express their thoughts and as a form of social behavior.
Richard provides characteristics of communicative competence including: a knowledge of grammar and vocabulary of the language, b knowledge of rule of speaking e.g., knowing how to begin and end conversation, knowing what topics which address forms should be used with different person one speak to and in different situations, c knowledge of how to use and respond to different types of speech acts such as request, apologies, tanks, and invitation, and d knowledge of how to use language appropriately.
Spoken language is the most familiar form of language that is used by members of society in order to build relation. As a means of communication, spoken language fundamentally occurs within a context. In some social contests, spoken language is used as the dominant form of communication.
Meanwhile, the Maulida Wilkin states that the purpose of English language teaching today is to speak. Furthermore, Wilkin in Oktarina states that speaking skill is the ability to construct sentences because communication occurs over the sentences to show the difference in behavior which varies from different communities.
Richard provides characteristics of communicative competence including: a knowledge e.g., grammar and vocabulary of the language, b knowledge of rule of speaking e,g, knowing how to begin end conversion, knowing what topics that can be talked about in different types of speech events, knowing which address forms should be used with different person one speak to and in different situations, c knowledge of how to use and respond to different types of speech acts such as requests, apologies, talks, and invitation, and d knowledge of how use language appropriately.
a.Talking is: Ability utter articulate sounds or words to express, express and convey thoughts, ideas and feelings.
b.Talking is: A tool for communicating ideas organized and developed according to the needs of the listener.
c.Talking is: The process of communicating with individual communities to declare din as members of society.
d.Talking is: creative expression that can manifest personality is not just a means of communicating ideas alone, but also the main tool for creating and formulating new ideas.
e.Speaking There! Ah: a learned behavior in family area, neighbors, and other environments in which they live around before entering school.
2. Understanding Speaking
The experts give different definitions of the meaning of talk. Tarin states that speaking is the ability utter sounds articulation or words to express, states, as well as convey thoughts, ideas, and feelings. More broadly, talk is a form of human behavior that utilizes factor- physical factors, psychological, neurological, semantics, and linguistic extensively and the results should be considered as the most important tool for human control social. Thus, it can be said that in speaking activities occur the form of thoughts or feelings change into a form of speech or sound meaningful language. Speaking not just say that without meaning, but convey thoughts on feelings to others through speech or with the spoken language. Restrictions similar to talking Tarin stated by Kartini which revealed that speaking is an event delivery intentions, ideas, thoughts, one's feelings to others using spoken language, so the intent is understood by the other. Enriching the above expression, Lieu argues that speaking is the act of producing language to communicate, as one of the basic skills in the language. While Akhmadi gives sense to talk as a skill to produce the current articulation of the sound system to convey the will, needs, feelings and desires to others. Furthermore Badudu-Zain interpreted to speak with words, speech, and chatted. Restriction talk presented Badudu, - Zain is more directed to the type of talk.
Moris and Novia states that speaking is a tool natural communication between members of the public to express their thoughts and as a form of social behavior. Meanwhile, according to Nuraeni speaking is the process of delivering information from the speaker to the listener with the aim of a change in knowledge, attitudes and skills of the listener as a result of the information it receives.
Meanwhile, Tarin, says that talks is ability to pronounce the sounds of articulation or words to express, express and convey thoughts, ideas and feelings. 
Based on the study that has been done to limit and understanding talk is presented by experts in this study the authors tend to Kartini and the opinion makes Badudu-Zain as the conceptual framework of thinking. Speaking is an event delivery intentions, ideas, thoughts, feelings one person to another in a clear, logical, purposeful and systematic using spoken language, so the intent is to understand other people. Meanwhile, the opinion-Zain Badudu related to the type of talk that used in this study, namely the words. In this case, talk is processes information ideas, thoughts, feelings of the speaker spoken so comrades can receive speech and understanding the contents. Talk is an oral language skills that are productive.
1.Speaking are: Ability utter articulation sounds or words to express, express and convey thoughts, ideas and feelings.
2.Talking is: A tool for communicating ideas organized and developed according to the needs of the listener.
3.Talking is: The process of communicating with individual communities to declare as members of society.
4.Speaking are: creative expression that can manifest personality is not just a means of communicating ideas alone, but also the main tool for creating and formulating new ideas.
5.Speaking there! Ah: a learned behavior in family, neighbors, and other environments in which they live around before entering school
Speaking skills is the ability to express opinions or thoughts and feelings to a person or group verbally, whether face or by distance. Alternatively, speech is a natural means of communication between members of the public to express their thoughts and as a form of social behavior.
Meanwhile, the Maulida Wilkin states that the purpose of English language teaching today is to speak. Furthermore, Wilkin in Oktarina states that speaking skill is the ability to construct sentences because communication occurs over the sentences to show the difference in behavior which varies from different communities.
3. Important factors in speech
To be a good conversationalist, someone other than the need to provide impression that he had mastered the problem being discussed, should also pay attention courage and enthusiasm. Besides the speaker must also speak clearly and right. In this regard,⁴ Arshad as well, and Mukti Arshad argues for the effectiveness of the speech, the linguistic factor and non-linguistic.
Linguistic factors are the aspects related to the problem language, which should be met when a person becomes a speaker, while the factors are the aspects that determine the success of a person in speech that has nothing to do with the language problem.
Factor language consists of the accuracy of pronunciation pronunciation, placement of pressure, tone, joints and duration intonation, choice of words diction and sentence usage. Meanwhile factor consisting of the attitude of calm, reasonable and not rigid, view control field, willingness to respect the opinion others, gestures and expressions, loudness, smooth, relevensi or reasoning, and mastery of the topic. In the second factor in this study support the effectiveness of this talk as well as a supporting factor because it is also the guidelines in assess one's speaking skills.
Authors conducted two tests. Pre-test conducted before the learning process to determine the ability of the students are given the treatment and post-test performed after the process of speaking to know is there any improvement in students' creative writing skills.
“Observation is a activity of observation data collection to capture how much effect the action has reached the target. Participatory observations made by people who are actively involvedly in the process of implementation of action. This observation can be implemented with the observation activities in the classroom, drawing interaction in class, electronic recording device, or mapping class.
This technique is used for the preparation of learning to hear with the use of audio-visual media. The author conducted an overview of the school, to know the state of schools and classes which will be used. Moreover, the authors deal directly with classroom teachers to determine readiness for testing.
a non-systematic observation, made by observers with no use of instruments of observation.
b.systematic observation, made by observers using the guidelines as an instrument of observation.
c.Questionnaire
According to Oxford Advanced Dictionary, “Questionnaire it lists of questions to answered to get information.
Questionnaires are a number of written questions used to obtain information from respondents in terms of personal reports about, or things that he had known.

3. How to use Role Plays to improve speaking skills.

Brown, role-play minimally involves giving a role to one or more members of a group and assigning an objective or purpose that participants must accomplish. He suggests that role-play can conducted with a single person, in pairs or in groups, with each person assigned a role to accomplish an objective.
a.Be impressed by the strong and long-lasting in the memory of the student. Besides a nice safety net for each other forgotten.
b.Very attractive to students, allowing classes to be dynamic and enthusiastic.
c.Evokes passion and a spirit of optimism in students and foster a sense of community and social solidarity is high.
d .Can live events that take place easily, and have picking grains wisdom contained in it with appreciation of students' own.
e.It may be possible to enhance the professional skills of students, and to foster / employment opportunities for.
One of the methods to be used in teaching the speaking skill is role-playing. Role-play allows students to explore their inner resources, empathize with other, and use their own experiences as scaffolds upon which credible actions. As a result, students can improve their ability to produce the target language, acquire many of its nonverbal nuances, improve the ability to work cooperatively in group situations, and effectively deal with affective issues. Role play has high appeal for students because it allows them to be creative and to put themselves in another person’s place for a while.
In the method of playing a role, the pressure point located on the emotional involvement and observation senses into a real problem situation faced.
“Role playing allows people to make mistakes in a nonthreatening environment. They can test several solutions to very realistic problems, and the application is immediate. It also fulfills some of the very basic principles of the teaching-learning process such as learner involvement and intrinsic motivation”.⁵
A positive climate often results in which one can see himself as others see him.
The involvement of the role-playing participants can create both an emotional and intellectual attachment to the subject matter at hand. If a skillful teacher has accurately matched the problem situation to the needs of his group, the solving of realistic life problems can be expected.
“Role playing can often create a sense of community within the class. Although at first it may seem a threatening method, once the class learns to share a mutual confidence and commitment to the learning process”,⁶ the sharing of analysis over the role situations will develop a camaraderie never possible in monological teaching methods such as the lecture.
1. Problems in Role Playing.
Perhaps the major drawback to teaching by role playing is the insecurity of class members. Some may react negatively to participating in a situation which will be discussed and possibly criticized by other members of the class. And role playing takes time. The class discussion of a five-to-ten-minute role playing situation may extend to several times the length of the situation itself. Sometimes extremely beneficial results may accrue. At other times, because of ineffective performance on the part of the players, or mishandling on the part of an unprepared teacher, the outcome may only be a superficial rehash of what everyone already knows about the problem.
The relationship of the people in the group is a crucial factor in the success of role playing. At times it may emerge as a negative factor. For example, previous interpersonal difficulties experienced by group members may arise in class to corrupt the role playing situation. Also, if the group has people of different status, they may be reluctant to become involved for fear of being humiliated before the members of the class who are smarter or more popular.
These difficulties with the method are formidable, but they are not insurmountable. Nor are they so extensive that they should prohibit us from experimenting with role playing. The potential benefits of the method quickly overbalance the difficulties which seem so apparent in the initial preparation stages.
2. Principles for Effective Role Playing
As a teaching technique, role playing is based on the philosophy that meanings are in people, not in words or symbols. If that philosophy is accurate, we must first of all share the meanings, then clarify our understandings of each other’s meanings, and finally, if necessary, change our meanings.
In the language of phenomenological psychology, this has to do with changing the self concept. The self concept is best changed through direct involvement in a realistic and life-related problem situation rather than through hearing about such situations from others.
Creating a teaching situation which can lead to the change of self concepts requires a distinct organizational pattern. One helpful structure for role playing follows:
1. Preparation
a. Define the problem
b. Create a readiness for the role
c. Establish the situation
d. Cast the characters
e. Brief and warm up
f. Consider the training
2. Playing
a. Acting
b. Stopping
c. Involving the audience
d. Analyzing the discussion
e.Evaluating
Although we do not have time to explore each of these in detail, it is important to note that all of them focus on group experiences rather than on unilateral behavior of the teacher. The group should share in the defining of the problem, carrying out the role playing situation, discussing the results, and evaluating the whole experience.
The teacher must identify the situation clearly so that both the characters and the audience understand the problem at hand. In casting the characters, the wise teacher will try to accept volunteers rather than assign roles. Students must realize that acting ability is not at stake here but rather the spontaneous discharge of how one thinks the character of his role would react in the defined situation.
“Players may be instructed publicly so that the audience knows what to expect or privately so that the audience can interpret the meaning of their behavior. Be sure to allow for creativity of the actors within their character roles and do not overstructure the situation”.⁷
The discussion and analysis of the role-playing situation depends upon how well we involve the audience. Key questions may be asked by the leader and/or buzz groups may be formed. All members of the group actors and the audience should participate, and the reactions of the actors may be profitably compared to those of the audience.
The audience is just as much involved in the learning situation as the actors are. In the analysis and discussion time, the audience should provide possible solutions to the realistic problem situations which surface.
“It is important to evaluate role playing in the light of the prescribed goals. Categorizing behavior is often overdone and gets in the way of the learning process. Evaluation should proceed on both group and personal levels, raising questions concerning the validity of the original purpose”.⁸
Throughout the entire process it will be necessary to deal with certain problems which arise in role playing situations. The backward, silent member must be encouraged to contribute. Create an atmosphere in which he is unafraid to share ideas, confident that no one will laugh at his contributions or harshly criticize his conclusions.
The overbearing monopolize must be curtailed in the discussion phase of role playing lest he dominate the group and thereby quash the dynamic, Solving this problem may require some personal counseling outside of class. Tension and conflict in the group may not always be bad. Sometimes these elements act as a stimulant to thinking. There is such a thing as “creative tension,” and it is frequently found in a role playing situation as group dynamic emerges.
At the end of the discussion time the group should collectively measure its effectiveness in reaching biblical solutions to the role problem posed at the beginning. The techniques of role playing afford another approach to involving students in their own learning process toward the clarification of self concepts, evaluation of behavior, and aligning of that behavior with reality.. You can see why this is a desirable approach to classroom procedure for the Christian teacher. Prayerfully used under the guidance of the Holy Spirit, role playing can be an effective instrument in the Christian classroom.
Classroom action research is an action research conducted by teachers in the classroom. Action research is essentially a series of "research-action-research-action-...", which is performed in a cyclic manner, in order to solve the problem, until the problem was solved. There are several types of action research, two of which are individual action research and collaborative action research. So could mean two things, namely classroom action research and collaborative action research, two of them refer to the same thing.
Action research is different from formal research, which aims to test hypotheses and build theory of a general nature general. Action research is more aimed to improve the performance, its context and results are to be generalized. However, the results of action research can be applied by anyone else who has a background similar to that researchers.
This research method using a Classroom Action Research. Classroom action research can also bridge the gap between theory and practice of education. This happens because the activities are carried out alone, in his own class, with the involvement of students themselves through the actions planned, implemented, and evaluated. Thus, the obtained systematic feedback on what has been done in teaching and learning activities. The design of Classroom Action Research.
Classroom Action Research design follows the design of the model are interpreted Lewin by Kemmis.
Based on the above design, research phase is described as follows:
1 Early Reflection
At this stage the identification of student difficulties in speaking through method role-playing.
2 Action Planning
Problems found will be limited by performing the steps of action planning is preparing a research instrument: Exercising Learning Plan, makes learning instruments, Student Activity Sheet, matter of tests, questionnaires, observation sheets.
3 Implementation Measures
At this stage of the implementation of the learning program, the taking or collecting data from questionnaires, observation sheets, and test results.
1 Observation, Reflection, and Evaluation
This phase is conducted to collect data and analyze it and then can be concluded from this study.
Car preparation stages are as follows:
1. Draft action planning / planning, in this stage the researcher explains what, why, when, where, by whom, and how the actions will be carried out. The ideal action research actually done in pairs between the parties and the parties do action observing run.
2.Implementation of the action acting, this stage is the implementation or application of the contents of the draft, which is put on in the class action.
3.Observation observing, the activities of the observations made ​​by the observer. In this stage, the teacher noted gradually implementing what happened in order to obtain accurate data for the next cycle of improvement.
4.“Reflection reflecting, an activity to bring back what has been done. In this stage, teachers try to find things that are perceived as satisfactory heart is in conformity with the design and scar carefully identify the things that still need to be repaired”.⁹
“If action research is done through several cycles, then the last reflection, researchers suggested submitting the plan to other researchers if he ceases operations, or to yourself if it will continue in other occasions.”¹⁰

CONCLUSION

Impact of this teaching learning process during the research can be concluded as 1 From the result that the researcher got, it can be seen that role play can be used to improve students speaking skill. Teaching speaking by using role play is effective way for the students to speak English, it makes the class situation more fun and alive. There is a good progress from cycle I until cycle II, there were some problem that students has that make them cannot speak English, but the researcher gave them some treatment to make role play easier to be done. 2 When the first time the researcher do the research, there were some students that refuse or dislike to learn English it was very impacted with their learning motivation, they though that English was the difficult thing to be learnt, but after they learn with role play, they love it slowly and make their English better.
Here are some suggestion that the researcher would give based on the classroom action research which the researcher conducted, the teacher have to understand about the role play technique and explain clearly to the students, the teacher should be able to manage the class and the time allocation well, the teacher should prepare the topic that can be used by the students, The teacher gives the correction when the students have finished speaking, the teacher should add something fun as supporting to make the learning material more interesting to be learnt and also make the class situation more fun, the teacher must love their students.

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