CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
B. Discussion of the Implementation of Role Play for English
After explaining the result of this research step by step, the researcher gathered several points to answer the research questions. Firstly, the researcher would answer the first research question namely the challenges in implementing role play activities in SMP Pangudi Luhur 1 Yogyakarta based on Paskasari’s designed material. From the explanation, the researcher had difficulty to face big number of
students in the class. As stated by Wehrli and Nyquist (2003), role play may
“reinforce ineffective behaviours and unpredictable behaviours” (p. 4). It can be seen that the students often make noise during the lesson and also the presentation.
That noise quite disturbed the students’ focus and the students who wanted to pay attention to the lesson. As suggested by the research collaborator, it was better to divide the students in larger groups to avoid their boredom of listening to the same topic.
The researcher summarized students’ score on test 1, test 2, and test 3 (see Appendix M). Therefore, another challenge in this research was overcoming the students decreasing score on test 2. As we can see in Figure 4.2, the students score was decreased more than ten point than the test 1.
Figure 4.1 Students’ Speaking Score Average
In order to face the challenge of the students’ decreasing score in test 2, the researcher distributed a reflection sheet to the students to dig more information about it (see Appendix L). This reflection sheet also would answer second research
85.8
63.3
76.2
0 20 40 60 80 100
Test 1 Test 2 Test 3
question which was what the students’ attitudes on role play learning are. The result of the students’ reflection can be seen in this explanation below.
Figure 4.2 Fun Things in Learning Speaking Using Role Play
Firstly, the students were asked to write fun things in learning speaking using role play in the students’ reflection sheet. As we can see in Figure 4.2, thirty one students said it was a fun learning process. Nineteen students said the learning material was clear. Six students also said they could learn while playing. Five students said they learned about team work through the learning process. Another fun thing in this learning was the students had chance to speak in English. They also learned about pronunciation and grammar when they practice to speak in English.
The students also said that the researcher helped them when they had difficulty, patient to face the students, and had clear voice.
Since action research is about improvement for better learning process, the researcher asked the students about what needed to be improved in the learning process. Twelve students said they needed more explanation about the material and
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it should be explained slowly. Moreover the learning material source should be clearer. Five students said that the material was difficult to understand while two students said the material should be added. Four students also said they needed to improve their focus on the learning process, for example on the dialogue practice.
Sixteen students said they should be serious in learning process, four students said they should not making noise with friend, and two students increase motivation to study. As we can see from the students’ reflection sheet, students did not show the positive attitude of learning because they said they needed to be more serious in the learning process, put more focus, and increase the motivation in study. Whereas, the sign of positive attitudes are attentive and serious (Gardner, 1985, p. 41).
The students also suggested some improvement for the researcher. The researcher should be more fun, be closer with the students, be more patient, and be more firm in teaching. The students also said that they should improve their attitude toward the teacher. For example, they should be polite to the teacher and listen to the teacher carefully. Since the class had so many students, they said that the class should be quieter. The students also said that the teamwork should be increased.
From the performance, the students said that they should increase their pronunciation, grammar, fluency, voice volume, and carefulness. The students also said they needed to improve their courage to speak in English and to perform in front of the class. It was in line with Wehrli and Nyquist (2003) that role play may
“put pressure to perform and depend on learners’ imagination & willingness to perform” (p. 4).
Figure 4.3 Students’ Reason of Not Following the Lesson Well
The score in second test was decreasing. The researcher asked the students to explain the reason of their decreasing score in their reflection sheet. The students said they did not follow the lesson well due to some reason as seen as in the chart above. As shown by the data, most students did not pay attention to the teacher and did not focus to follow the lesson. Moreover, they made noise with their friends and were not serious in following the lesson. In addition, they were lazy, unenthusiastic, and had less motivation to study. It was contradictory with Gardner’s theory of students who show positive attitudes on learning. It means that the students showed negative attitudes on learning since they were not attentive (Gardner, 1985, p. 41).
The students said that one of the reasons of their decreasing score was affected by lesson material. Ten students said that the material and its diction was difficult, nine students said they did not understand the material, six students said the explanation was not clear and one student said that there was too much material.
Moreover, the researcher voice was not clear and the researcher was fierce.
0 2 4 6 8 10 12 14
Figure 4.4 Students’ Answer about Teaching Material
In the third question answers, the students said that their performance was not really good because they were unprepared, they forgot the material, not fluent, not confident, unintended to do the performance, and had low voice volume.
Implementing role play activities in SMP Pangudi Luhur 1 Yogyakarta was good enough to see the students’ attitudes toward role play learning and helped the researcher to overcome the challenges in implementing role play activities in this extracurricular class. There were two challenges in implementing role play activities in SMP Pangudi Luhur 1 Yogyakarta based on Paskasari’s designed material. Firstly, it was the matter of the big number of students in the class. Due to the amount of the students, their noise distracted the students’ focus both for the students who had performance and the students who wanted to pay attention to the lesson. As suggested by research collaborator, it might be overcome by dividing the students into larger groups and each group had different topics. Second, the challenge was overcoming the students decreasing score in test 2. As stated by the students on their reflection sheet, it was affected by the lesson material and their
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attitude of not following the lesson well. Therefore, the researcher should gave clearer explanation of the lesson material and gave more chance to practice.
The students’ attitudes on role play learning show that they enjoyed the learning process. It can be seen that the students were able to learn while playing. The students also had more chances to practice speaking in English. However, the students should have more courage to perform, focus in learning process, and follow the lesson well.
47 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts. The first part is conclusion and the second part is recommendations for the teacher and for future researcher who are going to conduct similar research.