This thesis is aimed at analyzing role-play method in teaching speaking whether it influences the progress of the eighth grade students’ speaking achievement of MTs Darul Ulum Srikandang or not. The researcher used quasi-experimental designs to conduct the research. For the instruments, this study used test those are pre-test, post-test and observation to collet the data. The researcher used time-series designs where it needs three times pre-test and post-test. In the first pre-test, the researcher could take conclusion that their speaking skill is still low.As mentioned in the table, after data analyzed, it shows that the mean is 43, the median is 44, the highest score is 48, the lowest score is 40. In the second pre-test, the students were able to increase their grammar. It was proven when they made an example of dialogue about asking and giving information and only one student that could not increase the score. As mentioned in the table, after data analyzed, it shows that the mean is 50, the median is 52, the highest score is 52, the lowest score is 48. In the last pre-test, the students were able to increase their comprehension and fluency. As mentioned in the table, after data analyzed, it shows that the mean is 58, the median is 56, the highest score is 60, the lowest score is 56. After the students were given instruction about role play method, they could increase their speaking skill especially in vocabulary and pronunciation. But there were three students that could not increase their score. As mentioned in the table, after data analyzed, it shows that the mean is 46, the median is 48, the highest score is 48, the lowest score is 44. The result of the second post-test, the students were able to improve their speaking skill. Their grammar was better but there were three students that could not increase their score. As mentioned in the table, after data analyzed, it shows that the mean is 54, the median is 52, the highest score is 56, the lowest score is 52. In the last post-test, the students were able to increase their comprehension and fluency. It showed that they gave good improvement after doing the role-play method. As mentioned in the table, after data analyzed, it shows that the mean is 67, the median is 68, the highest score is 72, the lowest score is 64.
Based on the descriptive quantitative, it showed that role-play method influenced the progress of students’ speaking achievement. It means that role-play method in teaching speaking is effective to improve the students’ speaking. The result showed that on the analysis that has been done, the writer found that here is significant difference on the students’ speaking achievement after being taught by using Role-play method. The result showed that in the mean of students’ score of pre-test was 150,38. Then, in the mean of students’ score of post -test was 167,14. Beside the result of of data, the researcher also got the result based on the observation. It showed tht the students became active, confidence, and enjoyable after taught by using roe-play method. So, it can be concluded that using Role-play method is effective in teaching speaking for eighth grade of junior high school.