xiii
ABSTRACT
Adipranata, Silvestra Maria Indrat Yessy (2009). Students’ Perceptions on the Use of Role Play Technique in Speaking Class in the English Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.
This study is aimed at investigating and identifying the students’ perceptions on the use of role play in speaking class in English Education study program of Sanata Dharma University. There are two research problems discussed in this study. They are: 1) How does the implementation of role play technique in speaking class in English Education study program reflect the feature of a good role play? And 2) What are the students’ perceptions on the use of role play technique in speaking class in English Education study program?
To solve both research problems, the researcher employed survey study. The instruments used in this study were observation and questionnaire. The researcher also interviewed seven respondents in order to obtain more information, The respondents of this study were 51 first semester students in English Education study program of Sanata Dharma University in the academic year of 2007/2008 who belonged to the speaking A and E classes. The interview guidelines consisted of 5 questions related to the use of role play technique.
xiv
ABSTRAK
Adipranata, Silvestra Maria Indrat Yessy (2009). Students’ Perceptions on the Use of Role Play Technique in Speaking Class in the English Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University
Penelitian ini bertujuan untuk meneliti dan mengetahui persepsi siswa terhadap kegunaan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris Universitas Sanata Dharma. Ada dua pertanyaan yang di bahas yaitu: 1). Bagaimana penerapan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris mencerminkan syarat role play yang baik? dan 2). Apa persepsi siswa terhadap kegunaan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris?
Untuk menjawab semua pertanyaan, peneliti menggunakan studi survai. Adapun instrumen yang digunakan adalah observasi dan kuesioner. Peneliti juga melakukan wawancara terhadap tujuh responden untuk mendapatkan informasi lebih banyak lagi. Responden dari penelitian ini adalah 51 siswa dari semester pertama program studi pendidikan bahasa Inggris Universitas Sanata Dharma dalam tahun akademik 2007/2008 yang mengikuti kelas Speaking A dan E. Wawancara terdiri dari 5 pertanyaan yang berkaitan dengan kegunaan role play.
i
STUDENTS’ PERCEPTIONS ON THE USE OF ROLE PLAY TECHNIQUE
IN SPEAKING CLASS IN THE ENGLISH EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Silvestra Maria Indrat Yessy Adipranata Student Number: 031214119
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
The Lord gives strength to His people; the Lord blesses His people with peace
(Psalm 29:11)
There can be miracles, when you believe Though hope is frail, it's hard to kill Who knows what miracles you can achieve
When you believe, somehow you will You will when you believe
(OST. Prince of Egypt)
Welcome to your revolution What you dream is what you see There are no rules or regulations
Let the music set you free
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Silvestra Maria Indrat Yessy Adipranata
Nomor Mahasiswa : 031214119
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
STUDENTS’ PERCEPTIONS ON THE USE OF ROLE PLAY TECHNIQUE IN SPEAKING CLASS IN THE ENGLISH EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 19 Maret 2009
Yang menyatakan
v
ACKNOWLEDGEMENTS
First of all, I would like to glorify the Lord Jesus Christ because He always loves me and helps me whenever I need. I realized that without Him, I could not complete this thesis.
I would like to thank my major sponsor, Fx. Ouda Teda Ena, S.Pd., M.Pd, and Caecilia Tutyandari, S.Pd., M.Pd, my co-sponsor, who spent their precious time in guiding and supporting me to finish my thesis.
My thankfulness also goes to Laurentia Sumarni, S.Pd., who has permitted me to conduct my research in her class, and also to the students of Interactional Speech Class A and E for their willingness to be my respondents. Then, my special
gratitude goes to my family: my beloved parents, R.M.G. Quintara Adipranata and Justine Sulistyaningsih, and also my lovely brother, Bertus Adipranata whose
meaningful love and support always make me comfortable in living my precious life. I also thank Drs. Z. Bambang Darmadi for lending me many books, and giving me suggestions.
I would like also to thank my best friends: Sindu Lestari, Winny Aditya, Deni, Palupi, Icha Bochie, Kak Ruri, Runnebelle, Fajar Ana, Mastur, Hannafi
and Wisnu A for sharing our happiness and sadness. My next gratitude goes to
Fredz, for repairing my computer, allowing me to keep my thesis in his computer
vi
My thankfulness also goes to Mas Danang, Andreas Haris, Dono, and Lintang for their helps, information, and suggestions that motivated me to finish my
thesis.
I would also like to express my appreciation to Secretariat staff of the English Education Study Program, the Library staff of Sanata Dharma
University; I thank them for their helps and services during my study.
Finally, I also want to express my thankfulness to all people and friends that I cannot mention here one by one. I am so thankful for our worthy meeting.
viii
TABLE OF CONTENTS
Page
TITLE PAGE ……… i
APPROVAL PAGES ……… ii
DEDICATION PAGE ……….. iv
ACKNOWLEDGEMENTS ………. v
STATEMENT OF WORK’S ORIGINALITY ………..….. vii
TABLE OF CONTENTS………. viii
LIST OF APPENDICES ……… x
LIST OF FIGURES ……… xi
LIST OF TABLES ……….. xii
ABSTRACT ……… xiii
ABSTRAK ……….... xiv
CHAPTER I. INTRODUCTION A. Research Background ………... 1
B. Problem Limitation ………. 4
C. Problem Formulation ………... 5
D. Research Objectives ………..……… 6
E. Research Benefits ………... 6
F. Definitions of Terms ………. 7
CHAPTER II. THEORETICAL REVIEW A. Theoretical Description ………. … 9
1. Perception ………... 9
2. Factors that affect persons in perceiving the stimuli to make perception ……… 12
a. Stereotype ……….. 12
b. Selectivity ……….. 12
ix
d. Situation ……… 13
e. Need ………. 14
f. Emotion ……… 14
3. Perception on Learning ………... 15
4. Speaking ……….. 16
a. The Teaching of Speaking ………. 16
b. Role Plays ……….. 17
B. Theoretical Framework ………. 20
CHAPTER III. METHODOLOGY A. Method ……… 22
B. Research Participants ………... 23
C. Setting ………. 23
D. Research Instrument ……… 24
E. Data Gathering Technique ……….. 27
F. Data Analysis Technique ……… 27
G. Research Procedure ………... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Findings ……….. 31
1. The Implementation of Role Play ………... 31
2. Students’ Perceptions on Role Play ……….. 32
B. Discussion ……….. 35
1. The Implementation of Role Play ………. 35
2. Perceptions on Role Play ……….. 36
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ……… 42
B. Suggestions ………... 44
REFERENCES ….……… 46
x
LIST OF APPENDICES
Page
APPENDIX A. OBSERVATION SHEET ……… 49
APPENDIX B. QUESTIONNAIRE ………. 50
APPENDIX C. INTERVIEW ……… 52
APPENDIX D. DATA FROM QUESTIONNAIRE ………. 53
APPENDIX E. DATA TABULATION ……… 55
APPENDIX F. CENTRAL TENDENCY DISTRIBUTION ……… 60
xi
LIST OF FIGURES
xii
LIST OF TABLES
Page
Table 2.1. The features of a good role play ……….... 18
Table 2.2. Table of Tips to succeed with role plays ………. .. 19
Table 3.1. Sample of the Observation Sheet ……… .. 24
Table 3.2. Sample of the Questionnaire Form ……… 26
Table 3.3. Questionnaire Blueprint ………. 26
xiii
ABSTRACT
Adipranata, Silvestra Maria Indrat Yessy (2009). Students’ Perceptions on the Use of Role Play Technique in Speaking Class in the English Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.
This study is aimed at investigating and identifying the students’ perceptions on the use of role play in speaking class in English Education study program of Sanata Dharma University. There are two research problems discussed in this study. They are: 1) How does the implementation of role play technique in speaking class in English Education study program reflect the feature of a good role play? And 2) What are the students’ perceptions on the use of role play technique in speaking class in English Education study program?
To solve both research problems, the researcher employed survey study. The instruments used in this study were observation and questionnaire. The researcher also interviewed seven respondents in order to obtain more information, The respondents of this study were 51 first semester students in English Education study program of Sanata Dharma University in the academic year of 2007/2008 who belonged to the speaking A and E classes. The interview guidelines consisted of 5 questions related to the use of role play technique.
xiv
ABSTRAK
Adipranata, Silvestra Maria Indrat Yessy (2009). Students’ Perceptions on the Use of Role Play Technique in Speaking Class in the English Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University
Penelitian ini bertujuan untuk meneliti dan mengetahui persepsi siswa terhadap kegunaan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris Universitas Sanata Dharma. Ada dua pertanyaan yang di bahas yaitu: 1). Bagaimana penerapan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris mencerminkan syarat role play yang baik? dan 2). Apa persepsi siswa terhadap kegunaan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris?
Untuk menjawab semua pertanyaan, peneliti menggunakan studi survai. Adapun instrumen yang digunakan adalah observasi dan kuesioner. Peneliti juga melakukan wawancara terhadap tujuh responden untuk mendapatkan informasi lebih banyak lagi. Responden dari penelitian ini adalah 51 siswa dari semester pertama program studi pendidikan bahasa Inggris Universitas Sanata Dharma dalam tahun akademik 2007/2008 yang mengikuti kelas Speaking A dan E. Wawancara terdiri dari 5 pertanyaan yang berkaitan dengan kegunaan role play.
1 CHAPTER I
INTRODUCTION
This research investigates the students’ perceptions on the use of role play in speaking class. In order to provide detailed information, this chapter consists of six parts: Research Background, Problem Limitation, Problem Formulation, Research Objectives, Research Benefits, and Definition of Terms.
A. Research Background
Nowadays, most schools in Indonesia equip their students’ knowledge with English. In English learning, there are four skills. They are reading, writing, listening and speaking. Teachers in Indonesia gain some challenging teaching experiences because English is not used in daily conversations.
attain an effective teaching-learning activity. Meanwhile, the teacher is expected to pay more attention to the situation of the learning activity. In this condition, the teacher will be able to determine the teaching styles and classroom techniques. Learning activities do not always depend on the teacher but also involve the cooperation between the students and the teacher. In fact, many students find it frustrating when they have to speak in front of the other students, and commonly their reason is that they are afraid of making mistakes. They are nervous, panic, and tend to think that they cannot do that. So, the teacher needs to find the most appropriate techniques to create an enjoyable classroom. Therefore, by implementing the appropriate technique is hoped to enable the students to reduce their nervousness, too.
nervousness in learning speaking are role play and game. Role play is an excellent activity for speaking in the relatively safe environment of the classroom. Beside that, role play also provides learners practice speaking the target language before they must do in a real environment (Nunan, 2003:57). Therefore, in other words, role play can help the learners to practice an actual dialogue. Role play technique was also experienced by the researcher. When experiencing role play for the first time, the researcher was less confident because through this technique the researcher had to speak in front of public. However, after experiencing the role play for several times, the researcher started to enjoy and follow this technique. Moreover, the researcher found it as a fun activity to practise her English in a natural way.
speaking class then the students could have good motivation to make their progress better.
B. Problem Limitation
Learning English as a foreign language, especially learning to speak, is not easy because the speakers have just very few opportunities to speak the target language in daily conversation. Nunan (2003:48) stated that many people feel that speaking in a new language is harder than other skills. To anticipate this problem, teacher can use some techniques to teach the students in learning speaking.
techniques (roles plays, debate and games) can facilitate them to create, promote, and reinforce behavior that can be conducive to the goals of the classroom learning, so that it can help them to speak English fluently.
Considering most of new students of university have to face the new situation in learning, they need a technique which can attract their attention to follow the lessons. In this study, role play technique is proposed as a technique in learning speaking. Here, by using role play, students are trained not only to improve their self confidence but also to learn how to cooperate with someone else. In role play, everybody will get chance to speak and they will be forced by the condition to speak. Based on the explanation above, the researcher focuses on the students’ perceptions on the use of role play in speaking class. This research takes place in Interactional Speech classes in the academic year of 2007/2008 in English education study program of Sanata Dharma University. The researcher chooses this class because it applies role play in learning speaking.
C. Problem Formulation
Referring to the explanation above, the researcher formulates the following research questions:
1. How does the implementation of role play technique in speaking class in the English Education study program reflect the features of a good role play? 2. What are the students’ perceptions on the use of role play technique in
D. Research Objectives
Based on the problem formulation, this research aims to understand the implementation of role play in speaking class technique in the English Education study program. The second objective is to find out the students’ perceptions on the use of role play technique in speaking class in the English Education study program.
E. Research Benefits
It is expected that the result of the research will be beneficial for: 1. Students of English Education
The researcher hopes that this research gives positive contribution to the students of English Education Study Program of Sanata Dharma University. By knowing how to perform a good role play, they can learn more on many factors in the play and thus be well prepared before they do the role play in class. Students who have good understanding and are aware of the contribution of role play to their study in English Education study program of Sanata Dharma University will have high motivation in the learning process. This condition leads the students to get a maximum achievement and to enhance their speaking ability.
2. Lecturers of Interactional Speech Class
3. The Researcher
This research also gives some benefits for the researcher since the researcher also get useful experiences by using role play in speaking class. The researcher as a future teacher will apply this technique and if necessary make a revision so that the technique can be applied better.
F. Definition of Terms
There are three terms in this study that particularly need explicit definitions to avoid misunderstanding in this research.
1. Perception
According to Szilagyi and Wallace (1980:70), perception is defined as a process by which individuals attend to incoming stimuli, organize, and then interpret such stimuli into a message that in turn indicates an appropriate action or behavior. Huffman, Vernoy.M and Vernoy. J (1997:79) stated that perception is the process of selecting, organizing, and interpreting sensory data into usable mental representations of the world. This means that someone can receive something as a good or bad perception depends on what they feel in facing the object. Robbins (2001:121-122) defined perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.
2. Role plays
According to Paulstan and Bruder (1976:70), role plays are exercises where the student is assigned an untrue role from which he has to improvise some kind of behavior toward the other role character in the exercise. In role-playing, students are asked to play the part of someone else. Teachers can give details of the characters and situation that they are supposed to be in, or the students can make their own character based on the requirements that represent the materials. The students interact in small groups or in pairs taking different characters. In playing the roles, they involve their improvisation to make the performance runs in smooth.
In this study, role play is a communicative activity in which the students are asked to play the some characters. The characters in this role play are usually created by the students. The students can explore the characters and improvise their speech based on their creativity.
3. Speaking
9 CHAPTER II
LITERATURE REVIEW
This chapter includes two parts, namely theoretical description and theoretical framework. The theoretical description presents some important concepts related to the research. The concepts are: (1) Perception, (2) Factors that affect person in perceiving the stimuli to make perception, (3) Perception on Learning, and (4) Speaking. Moreover, the theoretical framework consists of summary from the theories that will be used to solve the research problems.
A. Theoretical Description
In this section, the researcher discusses the theory related to this study. There are three related theories to be viewed. The theories are Perception, Perception on Learning, and Speaking.
1. Perception
The understanding of perception can be derived from some sources. According to Worchel and Shebilske (1998:117), perception is the process of interpreting information. Huffman et al. (1997:79) stated that perception is a process of selecting, organizing, and interpreting sensory data into usable mental representations of the world. Moskowitz and Orgel (1969: 158) argued that perception is a global response to a stimulus or a set of stimuli. According to Szilagyi and Wallace (1980:70), perception is defined as a process by which individuals attend to incoming stimuli, organize, and then interpret such stimuli into a message that in turn indicates an appropriate action or behavior.
thing, in which a person tries to translate the stimuli that he or she receives. Those responses occur in people’s awareness through their sensory receptors. Then, these responses will be interpreted as meaningful information about the stimuli and so called perceptions.
Not every person can have exactly the same perception about particular things, even though the object is the same. It is because people percept something based on their feeling of subjectivity and their experience in the past. It is supported by Mouly (1973:93) who said that two persons looking at the same phenomenon may see very different things. As stated by Wick and Pick (1978: 171-208), there is a connection between perception and experience. They stated that perception and experience are related to one another. This condition shows that perception occurs as our responses in learning or experiencing our environment. According to Gibson J, John M and James H. Donnely (1985:60), perception is a cognitive process that individuals use to interpret and understand the world around them. Perception can be made through the cognitive process in our mind.
or her sensory organs (eyes, nose, ears, tongue, and skin) and the person does not experience the stimuli directly. From the above explanation, it can be concluded that perception can also be formed by sensations. When someone experiences a stimulus, he may have sensation and perception processes. Those processes are different but it is quite difficult to separate one another. That argument is supported by Bootzin.R, Elizabeth.L and Robert Z (1983:103). They claimed that it is impossible to separate perception from sensation. Sensations themselves are the entering of raw data from the senses into the brain (Huffman et al, 1997:79). This thought is also supported by James (1983:724) who stated that sensational and reproductive brain-processes combined, then, are what give us the content of our perceptions.
Now it is understood that both experience and sensation can form perception, but the result is different. Perception that is formed by experience is stronger than perception formed by sensation (Santoso, 2000:32). It means that the perception which is formed by experience is hard to be changed because someone feels more impressed when he/she experiences it.
learning speaking and vice versa. Then, it would be more difficult to change the perception if the students form their perception based on their experiences and visions of the technique.
1. Factors that Affect Persons in Perceiving the Stimuli to Make perception
In organizations theory, Gibson et al (1985:61) provides a perceptual process in the form of diagram, and there are six factors influencing someone’s perception. They are stereotyping, selectivity, self-concept, situation, needs, and emotions.
a. Stereotype
The first factor is stereotype. Stereotype is a set of thinking in a particular group that is generalized to all members of the group (Gibson et al, 1985:64). It indicates that people have set some knowledge in their mind, although they do not know whether it is true or not. In perception on the use of role play in learning speaking, stereotype might occur. For example, stereotype with age as the basis. The 2007 students of the English Education Study Program at Sanata Dharma University will be assumed to have a same perception about it. If they consider role play as a good technique, they will set this in their mind so they will perceive role play positively. Most of stereotypes are wrong perceptions because it is formed not because of the fact that happens in our environment. It is supported by Gibson et al (1985:65) who says that stereotyping can result in implementing improper programs.
b. Selectivity
says that people tend to ignore information or cues that might make them feel discomfort. People will take stimuli that they want but most of the stimuli that they take are positive for them. People have various interests, so they may select what is important or relevant to fulfilling their needs. This is why people perceive things differently.
c. Self-concept
The third factor is self-concept. The way people see themselves in the form of self-concept will affect their perception about something in their environment. The way we see and perceive ourselves is an attempt to avoid conflict with incompatible ideas. It is supported by Mouly (1973:92) who says that we perceive only those things that are consistent with our motives and goals, and interpret our experiences to make them compatible with our present self-concept. Gibson et al (1985:67), in his research, suggests that (1) knowing oneself makes it easier to see others accurately, (2) one’s own characteristics affect the characteristics identified in others, and (3) persons who accept themselves are more likely to see favourable aspects of other people. It indicates that when one person is successful in knowing his/her concept, the perception about something can be seen accurately. The students’ self-concepts are often performed in their attitudes based on the stimuli which may result as the feeling of likes and dislikes about certain thing.
d. Situation
their activities. They make decision about certain thing without further understanding or their perceptions towards the problem.
e. Need
Perceptions are significantly influenced by needs and desires (Gibson et al, 1985:67). People will eat what they want to eat, they will see what they want to see, and they will do everything they want to do. For example, in choosing the teaching technique, the teacher’s purpose of choosing the technique is to get the most comfortable one based on the learners’ needs and expectation. Both needs and expectation influence people in forming perception. It also happens in students’ perception on the use of role play. People will perceive role play as a good technique if those people need this technique to achieve a certain goal.
f. Emotion
Emotion can influence someone in forming perception. Gibson et al (1985:68) supports this through his statement that strong emotions often warp perceptions. Perception formed through experiencing a particular thing can influence the perception which will be formed in the future. A student who joins a class may have perception on it. His perception on the learning is good because the lecturer can make him understand the material. Moreover, the lecturer is kind so most of the students get an A for the final mark. Because of what the lecturer has done, the student will not be doubtful to recommend the lecturer to his friends and juniors.
The forming of perception can influence someone’s motivation in doing something. Wahjosumidjo (1987:174), who says that motivation is a psychological process, reflects the interaction among attitudes, needs, perception, and decision made by someone. For instance, a student who has good perception on the use of role play will feel motivated in learning. It means that good perceptions do not only make the students more creative in conveying something but also train someone’s confidence.
2. Perception on Learning
Stern (1987:304) added that learning is a process by which individuals change in a positively valued direction as a result of experience or practice and under the influence of environmental factors including teaching. Marton, Dall’Alba, and Beaty (1993) stated that perception on learning deals with belief and concept. Biggs (1989) also stated that perception on learning deals with belief about knowledge which influences students’ approaches to learning. It means that perception on learning always deals with belief and concept about knowledge (message), which plays as stimulus from environment.
3. Speaking
a. The Teaching of Speaking
Before discussing teaching of speaking, it is necessary to define what speaking is, in order to have enough understanding about speaking as a general. Speaking is the productive aural/oral skill (Nunan 2003:48). Speakers talk in order to have some effects on their listeners. Speaking skill or oral communication is typified as an activity involving two or more people as the participants are hearers and speakers having to react to what they are and make their contributions at high speed (Johnson and Morrow, 1983:70). Paulstan and Bruder (1976), in her book, defined speaking as a competency to communicate in the target language.
focusing on maintaining and establishing social relationships, but in transactional speaking the focus is primarily on the meaning of the message. According to Nunan (1991:42), interactional speech is much more fluid and unpredictable than transactional speech.
b. Role Plays
According to Paulstan and Bruder (1976:70), role plays are exercises where the student is assigned an untrue role from which he has to improvise some kind of behavior toward the other role character in the exercise. They also stated that role play has four basic elements that are; situations, roles, useful expressions and background knowledge. Golebiowska (1990:5) confirmed that role play is a communicative activity in which the learners are given a task to complete. In order to ensure a lively and unpredictable course of activity, the learners are told who they are and what their opinions are.
Littlewood (1981:50) said that in role playing, learners are asked to imagine themselves in a situation that could occur in their daily activities or outside the classroom. They are asked to adopt a specific role from this situation. They are asked to act as if the situation really exists.
Table 2.1. The features of a good role play (P’Rayan, 2007)
The features of a good role play A good role play is based on a familiar situation.
The group of characters does not exceed two to three members. It gives extensive speaking practice to the participants.
It is based on real world contexts and allows students to speak naturally. It is interesting and enjoyable.
It develops the participants’ creativity. It fosters their critical thinking skills.
It breaks monotony and makes other students participate. .
By considering those features, the teachers are expected to understand the technique of role play and as a result the role play could be used effectively.
Mcguire and Priestly (1981:87-91) stated that there are three types of Role play; those are Simple Role Play, Modeling Exercise and Structures Role Play. Simple Role Play is a role play that can be used on fairly simple level, concentrating and beginning with situation that will be familiar to the learners, and involving only two or four ‘actors’ at a time. This type of role play has two aims; those are to help those who are unable to do so to get better at dealing with particular situation, and to introduce role play as a communicative exercise that can be used to help them learn to cope with more complex events
The second type of role play is Modeling Exercises. It consists of the role- played demonstrations of social skill or response by someone who is competent in its execution for someone who is not. It can be carried out “live” (face to face) or recorded on video. The last type is called a structures role play. If we want to look at encounters in which people have more complex sets of expectation, then it is possible to run role play in which individuals are given more elaborate instruction about who they are supposed to be and what would like to happen.
what should the student act as. Furthermore, in doing the role play, students have to use the appropriate expressions for their role or imaginary people based on the topic given. In role plays, students are assigned roles and put into situations that they may eventually meet outside the classroom. Since role plays imitate life, the range of language functions that may be used increases considerably. They have to use language that is appropriate to the situation and to the characters. Students usually find role playing enjoyable, because they can explore themselves. However, this activity may not be suitable for students who lack of self-confidence. They may find it threatening at first and will be unable to produce the target language.
[image:36.842.211.652.411.818.2]Cited from www.nclrc.org on How to Develop Speaking Ability with Role Play, it suggested the teachers to consider these following tips.
Table 2.2. Table of Tips to Succeed with Role Plays (Keatley and Kennedy, 2003)
Tips to succeed with role plays:
i. Prepare carefully: Introduce the activity by describing the situation and making sure that all of the students understand it.
ii. Set a goal or outcome: Be sure the students understand what the product of the role play should be, whether a plan, a schedule, a group opinion, or some other product. iii. Use role cards: Give each student a card that describes the person or role to be
played. For lower-level students, the cards can include words or expressions that person might use.
iv. Brainstorm: Before you start the role play, have students brainstorm as a class predicts what vocabulary, grammar, and idiomatic expressions they might use. v. Keep groups small: Less-confident students will feel more able to participate if
they do not have to compete with many voices.
vi. Give students time to prepare: Let them work individually to outline their ideas and the language they will need to express them.
vii. Be present as a resource, not a monitor: Stay in communicative mode to answer students’ questions. Do not correct their pronunciation or grammar unless they specifically ask you about it.
viii. Allow students to work at their own levels: Each student has individual language skills, an individual approach to working in groups, and a specific role to play in the activity. Do not expect all students to contribute equally to the discussion, or to use every grammar point you have taught.
ix. Do topical follow-up: Have students report to the class on the outcome of their role plays.
Based on the previous descriptions, the implementation of role play can be considered as a good role play when the teacher has implemented the role play through those steps above.
A. Theoretical Framework
This section discusses the students’ perceptions on the use of role play. Based on the theory from Szilagyi and Wallace (1980:70), perception is defined as a process by which individuals attend to incoming stimuli, organize, and then interpret such stimuli into a message that in turn indicates an appropriate action or behavior. Students’ perceptions on the use of role play technique in speaking class are important since they influence students’ motivation to learn and behave in the learning activities. Besides that, the techniques of teaching are also important to facilitate the teaching-learning process. An appropriate technique would make a good process.
Kennedy (2003) and the features of a good role play proposed by Albert P’Rayan (2007), it is hoped that role play can help the students to improve their speaking skill. Role play as a technique in learning speaking also brings some perception for the students. The students perceive role play as a good technique if they have good experience about it, while the students perceive role play as a bad technique if they have negative experience on it. In other words, it can be said that the students perceive role play as a good or bad technique in learning speaking according to what they have experienced.
22 CHAPTER III
METHODOLOGY
This chapter discusses the method of the study and divides it into seven parts. They are Method, Research Participants, Setting, Research Instruments, Data Gathering Technique, Data Analysis Technique, and Research Procedure.
A. Method
The method of this study was a qualitative study. According to Ary, Jacobs, and Razavieh (2002:421), qualitative research focuses on understanding social events from the perspective of the human participant. The most common data collection methods used in qualitative study are observation, interview and document analysis. To be exact, this research was a survey research. Sprinthall R, Gregory S. and Lee S. (1991:93) defined survey research is designed to gather information from samples by using questionnaires or, sometimes, interviews. Survey research focused on a group’s opinions, beliefs, attitudes and or characteristics. The advantage of using this type of research is that substantial amounts of information can be collected in a relatively short time.
second problem formulation, what the students’ perceptions on the use of role play in
speaking class are.
B. Research Participants
The research participants of the study were the students of Interactional Speech
classes in the English Education Study Program of Sanata Dharma University in the
academic year of 2007/2008. The researcher took 51 students of Interactional Speech
class A and E as the research participants. In this case, the researcher employed
purposive sampling because the focus of this research was the first semester students
who take Interactional Speech class and they use role play. As stated by Cohen,
Manion and Morrison (2000:103), purposive sampling belongs to non-probability
samples in which the researchers handpick the cases to be included in the sample on
the basis of their judgement of their typicality. The Interactional Speech class A and
E were chosen because they used role play technique as their teaching-learning
activity. The role play technique enabled the students to work in group and present
their play based on a certain topic. The researcher took those two classes out of six
Interactional Speech classes on account of their accessibility. Moreover, as a plus
point, those two classes were taught by the same lecturer.
C. Setting
This research was conducted in the odd semester in the Academic Year of
2007/2008 starting from October until November 2007. The setting of this study
was the Interactional Speech classes. Each class consisted of approximately 25 – 30
first semester students of English Language Education Study Program of Sanata
D. Research Instruments
In this study, the researcher used three kinds of instruments; they were
observation, questionnaire and interview.
1. Observation
Observation is the most basic method for obtaining data in qualitative research.
This observation is made to get a comprehensive picture of a situation. The
researcher used checklist to record the data collected in the observation. Ary et al
(2002:234) defined a checklist as the simplest device which presents a list of
behaviours that are to be observed. The researcher constructed 15 statements in this
observation by considering the theory of a good role play and tips to succeed with
role play. The researcher chose some points which related to the purpose to answer
the first problem formulation. The researcher observed the students’ activities during
the learning process by making a check sign (√) in the observation sheet whether
each behavior is present or absent. Through this instrument, the researcher was able
to record many things related to all of the aspects to be observed. Then, the result of
observation was used to compile the statements in the questionnaire.
The researcher divided the observation sheet into three main parts. The first part
(Part A) was the observed aspect during the learning process in class. The second
part or Part B was the students’ activities during the learning process. The third part
[image:41.842.211.645.402.800.2](Part C) was the further explanations about the learning process.
Table 3.1. Sample of the Observation Sheets
OBSERVATION SHEET Date:
Class:
Statements Yes No Notes
2. Questionnaire
According to Ary et al (2002:566) questionnaire is an instrument in which
respondents provide written responses to questions or mark items that indicate their
responses. In this study, the questionnaires were distributed in order to obtain
information from the students about their perception after experiencing the role play.
According to Ary, et al (1979:175), there are two types of questionnaire. They are
structured, or closed type, and unstructured, or open type. The questionnaire used in
this research was a combination between open and closed forms. Singarimbun
(1989:178) defined this kind of questionnaire as a semi-open-ended questionnaire.
The open type items were used to get more information from the students because
they are permitted to answer freely and fully in their own ideas. On the other hand,
the closed type items were used to enable the respondents easy in filling the
questionnaires since the students only have to put a check sign (√) in the provided
space according to their opinions. The researcher compiled the questions based on
some theories of role play.
The questionnaire used for this study was consisted of 23 closed types, and 2
open types. The researcher divided the questionnaire into three parts. The first part
(Part A) consisted of the students’ identification, the second part (Part B) consisted
of the statements list and the third part (Part C) consisted of the students’ opinions.
The questionnaire was in the form of Likert scale. Ary et al (2002:224) stated that a
Likert scale assesses attitudes toward a topic by presenting a set of statements about
undecided, disagree, or strongly disagree. This scale was used to measure students’
perception on the use of role play in speaking class. The perception measured
whether the respondents strongly agree (SA), agree (A), disagree (D), or strongly
disagree (SD) with the given statement. The researcher omitted the undecided option
[image:43.842.210.642.298.831.2]in order to avoid misunderstanding because it did not contribute any responses.
Table 3.2. Sample of the Questionnaire Form
Sex: Class:
NO STATEMENTS SA A D SD
1. You are interested in the use of role play in speaking class.
Table 3.3. Questionnaire Blueprint
Question Indicator
No. 1-8 The students’ perception of the use of role play in learning speaking
No. 9-12 The perception of a good role play No. 13-17 The perception of the role play
contributions
No. 18-23 The students’ experiences in using role play
3. Interview
The third instrument used in this study was interview. According to Ary et al
(2002:434), interview is used to gather data on subjects’ opinions, beliefs, and
feelings about the situation in their own words. This interview was used in order to
verify the result of the questionnaire. The researcher interviewed seven the students
conducted the interview by using a tape recorder. The purpose of using a tape
recorder was to reduce the distraction and to make the data could be analyzed more
easily. As stated by Ary et al (2002:434), at least there were three advantages in
using interview. The first advantage is the interviews supply large volumes of
in-depth data rather quickly. The second, interviews provide insight on participants’
perspectives, the meaning of events for the people involved, information about the
site, and perhaps information on unanticipated issues. The last advantage is
interviews allow immediate follow-up and clarification of participants’ responses.
E. Data Gathering Technique
The data of this research was elicited by distributing questionnaires and
interviewing the students. Another technique used to collect data was direct
observation. The researcher conducted the observations twice for each class. It was
employed by observing the students during the teaching-learning process. In
conducting the observation, the researcher used check list to obtain the data. Then,
the researcher distributed the questionnaires. After distributing the questionnaire, the
researcher conducted the interview. The interview used to verify the data of the
students’ perceptions from the questionnaire. The questions added unintentionally
according to the situations.
F. Data Analysis Technique
The data derived from the observation and the interview was integrated and
displayed in tables. In answering the first problem formulation, the researcher
analyzed the data from observations by comparing to the theory of a good role play.
Then, to answer the second problem formulation, the researcher distributed the
questionnaire to the 51 students of Interactional Speech class A and E. There were
four values of response to the statement on the questionnaire; 1 was for strongly
disagree (SD), 2 for disagree (D), 3 for agree (A), and 4 for strongly agree (SA).
After classifying the answer, the researcher counted the percentage of each response.
Then, the researcher counted the average of the result for each statement. The
average would determine the major response for each statement. The nature of this
research used both types of data, numbers and words. The presentation of numbers
was aimed at making the description data clearer. This research used Likert scale
because the statements given in the questionnaire were in the form of opinions.
Having gathered the questionnaires, the researcher analyzed them by recording all
the data in the table and discussed them based on the frequency. Then, the data was
described and summarized by using descriptive analysis, for example: the measured
central tendency. The central tendency was used because the function of survey study
was to find out the tendency of the respondents toward the statements presented.
The scores of the questionnaires were calculated using descriptive statistics to the
source of variance. The source of variance was consisted of four things, that were,
number of cases, mean, mode, and median. Modus was the score that occurs most
Mean or average point was the indicator of central tendency of the set of score. The
formula for getting the mean was:
X = ΣX
N
X = Mean
X = Raw score
Σ= The sum of score
N = Number of cases (number of respondents)
[image:46.842.216.640.408.809.2]The frequency and central tendency could be recorded in a table as follow:
Table 3.4. Sample of Frequency and Central Tendency’s Table
Respondents’ opinions Central Tendency
N Mean Median Mode
Notes:
N = Number of cases (the number of respondents)
Mean = Mean (indicators of central tendency of the set of sources)
Median = Median (middle point that occurs in the set of scores)
Mode = Mode (score that occurs most frequently in the set of scores)
The average scores of the respondents reflected the kinds of perceptions on the
use of role play in learning speaking they had. The score which ranged from 1.00
learning speaking, while the score which ranged from 2.50 until 4.00 was considered
as the positive or good perception on the use of role play in learning speaking.
G. Research Procedure
This study was done through four steps. The first step was doing some
observation started from October 26, 2007. The second step was making and
distributing the questionnaire. It consisted of finding the relevant statements to
answer the problems. The respondents were asked to answer the statement related to
their experiences by putting a thick (9) in the column. The researcher distributed the
questionnaire on Wednesday (November 14, 2007) and Friday (November 16, 2007).
However, before distributing the questionnaire, the researcher asked the lecturer’s
permission first. The third step was doing the interview. The interview was
conducted on Friday (November 24, 2007) and the researcher asked seven students to
be interviewed. The last step was analyzing the result of the observation,
questionnaire and the interview. After analyzing the data, the researcher obtained
information that can be used to answer the research problems based on the students’
31 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is divided into two main parts, they are: Research Findings and Discussion. The Research Findings consist of data taken from the implementation of role play in speaking class, and the data from students’ perceptions on the use of role play in speaking class. Then, in the second part, the researcher presents the discussion on the implementation of role play and the students’ perceptions on the use of role play in speaking class.
A. Research Findings
1. The Implementation of Role Play
To answer the first research problem as stated in chapter I, the researcher conducted some observations on Interactional Speech I class. In conducting the observations, the researcher used check lists to gather data based on the theory of the features of a good role play and tips to succeed with role play. By using this instrument, the activities in the classrooms during the teaching-learning activity were noted. Check lists were used to check the aspects of learning needed. The observations were used to answer the first question, that is, how the implementation of role play technique reflects the features of a good role play.
be based on a familiar situation, allows the students to speak naturally, and develops the students’ creativity. The type of role play which used in this class was Simple Role Play. The researcher found the fact that the role play was conducted by performing a drama that the students had prepared before. In this condition, the lecturer gave the instruction to make a group of seven students at the most to choose the topic that they had to perform in the next meeting. The students were also asked to make their own script, properties, and all supporting equipment. Sometimes, the lecturer gave a certain topic and also let the students choose their own topic independently. However, each group could not have the same topic to be performed. From this observation, the researcher also invented that the students enjoyed learning speaking through role play. The students could feel free to interact with their friends. They were also very creative to perform their play by making some properties, scripts, and sound effects even though they still mixed the language between Javanese and English. Sometimes when they found difficulty in finding certain English words for their conversation, automatically they substituted it with Javanese or Indonesian words.
1. Students’ Perceptions on Role Play
because it trained them to speak English in every meeting they had. More than a half of the total respondents (66.7%) chose “Strongly Agree” and “Agree” to the statement number seven (You feel confident in presenting the play). However, some of them (33.3%), 17 respondents, did not feel confident in presenting the play so that they were not able to present the material very well. The students still felt shy or nervous to speak in front of the class.
According to Albert P’Rayan in “Role play games in English class”, the students’ creativity could be developed through role play that allowed them to use their imagination so that they could create a fun play. As the data from questionnaire in this research, twenty eight respondents (54.9%) chose “Strongly Agree” and twenty three respondents (45.1%) chose “Agree” as their answer. In the other words, it was proven that all of the respondents (100%) believed that role play could develop their creativity. This fact indicated that none of them chose “Strongly Disagree” or “Disagree” options against this statement.
As stated by Paulstan and Bruder (1976:70), role plays are exercises where the student is assigned an untrue role from which he has to improvise some kind of behaviour toward the other role character in the exercise. Then, the students were helped to practise speaking and learn the language. From the total respondents, one respondent (1.9%) disagreed that the role play gave them more experiences. This data showed that there were 50 respondents (98.1%) got new experience through role play.
felt motivated to learn speaking through role play. It was shown by the data that 90.3% of the respondents (46 students) agreed on the statement that the students were motivated to speak because of the use of role play. They also believed that they could speak more actively (92.2%).
Some of the total respondents (80.4%) also agreed that their progress in learning speaking by using role play was better than before. It was probably because of the benefits they got through role play technique. Moreover, the students believed that their speaking skills were also improved. There were 46 respondents (90.2%) of the total respondents who agreed that through role play they could improve not only their speaking fluency but also their speaking accuracy. It was supported by the data that 38 respondents (74.5%) felt that their speaking accuracy was improved through role play.
The data also showed that the respondents learned some new expressions or vocabulary used in role play. They could understand the meanings of the vocabulary. It was important for the students to understand the meaning because in learning speaking the students had to know the meaning of each word spoken. As a result, when the students took part in the conversation of the play they conducted, they could speak up easily to express their role.
The same as the result from questionnaire, the central tendency showed that the mean score of the respondents was three point eleven (3.11). To count the mean score, the researcher counted the average score from all of the respondents and then divided the score by the total number of the respondents. For the median score, the result was 3.00. Furthermore, the mode was 3.00 and there were 13 respondents whose mean score was 3.00. Besides counting the average score of each respondent, the researcher also counted the average score based on the questions categories. As stated in the questionnaire blueprint, there were four categories in this questionnaire. The first one category was based on the students’ perceptions of the use of role play in learning speaking. The second one was based on the students’ perceptions of a good role play. The third one was based on the students’ perceptions on the role play contributions toward the students’ speaking ability. And the last one was based on the students’ experiences on the use of role play in speaking class as the player.
B. Discussion
1. The Implementation of Role Play
At a glance, the students’ performances were good. They could entertain the audience by making some improvisations. However, if we paid more attention to their performances then we knew that there were some mistakes. Commonly, their mistakes were on grammar and pronunciation. After the students had performed their play, the lecturer gave a few comments on the students’ performances as a feedback. By knowing their mistakes, it was hoped that the students could make their next performance better.
Reviewing the features of a good role play and tips to succeed with role play in chapter II, the implementation of role play in Interactional Speech class was considered good. Before the students performing the role play, the lecturer stated the goal and gave clear instructions about the role play. Since the students were assigned to think about the play a week before, it was assumed that the script and property were already prepared. However, the weakness was laid on the number of the group’s member. The theory said that the group’s member should be in small number or three members as the maximum but on the contrary, the fact showed that each group consisted of seven members.
2. Perceptions on Role Play
0,5%
65,9%
22,1% 11,5%
1
2
3
4
[image:54.842.296.576.184.324.2]To be detailed, the researcher presented the result of the average score. The first category was based on the students’ perceptions on the use of role play in learning speaking.
Figure 4.1. Students’ Perceptions on the Use of Role Play in Learning Speaking.
The figure 4.1 described that most of the respondents had good perceptions on the use of role play in learning speaking. It was shown by the part number 3 that specified 34 respondents (65.9%) chose “Agree” and 12 respondents (22.1%) chose “Strongly Agree” option (number 4). As a conclusion, there were only a small number of respondents who had negative perceptions on the use of role play in learning speaking. As much as 6 respondents (11.5%) chose “Disagree” and only 1 respondent (0.5%) chose “Strongly Disagree”. It was proved by number 2 and number 1. This category consisted of eight questions.
59,3%
37,8% 0%
2,9% 1
2
3
4
practice to the participants, allows students to speak naturally, and develops the participants’ creativity
[image:55.842.285.595.190.330.2].
Figure 4.2. The Students’ Perceptions on a Good Role Play
Similar to the previous descriptions, this category which consisted of four questions also had positive responses from the respondents. The examples of the statement were: Role play should be conducted based on a familiar situation, Role play gives extensive speaking practice, Role play allows students to speak naturally, and Role play develops the students’ creativity. Number 4 “Strongly Agree” option and number 3 “Agree” option were chosen by almost all of the respondents. As much as 20 respondents (37.8%) chose “Strongly Agree” and 31 respondents (59.3%) chose “Agree” in this category. This data showed that most of the respondents agreed to statement of a good role play. It showed that they had a good perception of a good role play. Meanwhile, there were 2 respondents (2.9%) who disagreed to this category.
11,5%
68,7%
19,8% 0%
[image:56.842.322.563.121.240.2]1 2 3 4
Figure 4.3. The Perceptions on the Role Play Contributions
The figure 4.3 showed that most of the respondents believed role plays contribute beneficial effects to them in learning speaking. The data revealed that there were some advantages brought by the role play. Here, the students believed that role play was beneficial for them. There were 35respondents (68.7%) chose “Agree” (number 3) and 11 respondents (19.8%) chose “Strongly Agree” (number 4) to this category. And the rest of the respondents (11.5%), 6 students, chose number 2 “Disagree” and none of them chose number 1 “Strongly Disagree” (0%).
The first advantage was that role play helped them to practice their speaking ability more often and deeply. It could be probably due to that there were many aspects could be increased through role play such as, grammar, pronunciation, and vocabulary. Besides that through role play, they could also give some expressions to each sentence they spoke. It was supported by the questions from the questionnaire number 20 up to 23. The majority of them had the similar opinion or agreed to each statement. The second was the mentality aspect. Through role play they could develop their mental so that they did not feel afraid to speak in front of people. It was supported by questions number 9, 16, and 17.
0%
22,1%
58,8% 19,1% 1
2 3 4
respondents (10%) chose “disagree”, 37 respondents (72%) chose “agree”, and 9 respondents (18%) chose “strongly agree”. It specified that most of the respondents felt motivated to speak by using role play. Furthermore, in the questionnaire result of number 17, showed that 12 respondents (24%) chose “strongly agree”, 29 respondents (56%) chose “agree”. It was concluded that the majority of the respondents believed that role play could help them to have a better progress learning by reinforcing the students’ self confidence.
[image:57.842.209.642.405.807.2]Moreover, the third advantage was that the role play could give them enough space to develop their creativity. They could do some improvisations when they forgot the part of the dialogue that they had to speak up. They also could make their own properties to support their performance in playing their role so it can attract the audience to pay attention during the play. It was supported by the data showed in the result of questionnaire number 15. There were 100% from the respondent answered that role play developed their creativity. It showed that they were not forced to do this kind of activity. As soon as the students accepted this technique, they could do the best of them because they perceived the role play as an interesting and exciting technique in learning speaking.
For the last category, more than 50% respondents chose “Agree” to each statement on this category. It was shown by number 3 that indicates “Agree” option, there were 30 respondents (58.8%). However, none of the respondents (0%) chose “Strongly Disagree” option (number 1). Furthermore, number 2 indicated “Disagree” option which was chosen by 12 respondents (22.1%). And the last option was “Strongly Agree” (number 4) with 10 respondents (19.1%). For additional information, there were four questions in this category.
From the result of questionnaire, the answers were also divided into two types of groups. One group had a good or positive perception which had average score in range 2.50 up to 4.00, and the rest was a group that had a bad or negative perception which had average score in range 1.00 up to 2.49. First of all, the researcher categorized the data based on the indicator stated in questionnaire blueprint. After that, the researcher makes the data tabulation to make the calculation easier. Then, from the calculated data, the researcher found out that all of the respondents had good or positive perception on the use of role play in their speaking class. It was supported by the data that showed the minimum score was 2.50 and the maximum score was 3.70. The central tendency data showed that the most frequent score was 3.00, and the number of this group was 13 respondents.
42
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents two parts, namely conclusions and suggestions. The first part deals with the conclusions of the research. The second part deals with the suggestions for the students, lecturers, and next researchers.
A. Conclusions
The results of questionnaire and interview which were used to answer the second research problem showed that all of the students’ perceptions on the use of role play technique in speaking class were good or positive. It means that 51 students had 2.50 until 4.00 range score. In the first category that based on the students’ perceptions of the use of role play technique in learning speaking, as much as 45students (88%) had good perceptions by selecting “Agree” and “Strongly Agree” option in this category. The second category which was about the students’ perceptions on a good role play, gained some positive responses from the students. There were 49 students (97,1%) who agreed with the criteria of a good role play proposed in this category. Then, for the category which asked the students’ perceptions of the role play contributions, the result showed that most of the students (88,5%) agreed that role play had some contributions to help them in learning speaking. Moreover, the last category which consisted of statements based on the students’ experiences in doing the role play also showed that 40 students (77,9%) had good perceptions on it.
students also interpreted role play as a good, interesting and exciting learning technique.
Overall, the students’ perceptions on the use of role play technique in speaking class were good. It was proved by the average score of each respondent that was around 2.50 until 3.70. Those scores were included to the positive or good perception classification.
A. Suggestions
Based on the conclusions stated above, the researcher makes the following suggestions:
1. The lecturers of Interactional Speech class
Although the students already have positive or good perceptions on the use of role play technique in speaking class, it is better if the lecturers give clearer instructions and be strict in deciding the group. The lecturers should minimize the group size and select the members by his authority so that the students will not have the same group all the time. It is intended to build the students’ confidence and avoid the students’ tending to make closed group that can distract the learning process. The lecturers should also improve the theme of the role play or facilitate an outdoor activity to avoid the monotonous situation.
2. The students of the Interactional Speech class
were asked to give their opinions based on the listed statements. Generally, their perceptions were positive. Through role play, the students could improve their speaking ability and motivate them to speak more. They may practice the role play more often to make themselves familiar with the process and situation.
By knowing the role play contributions for them, the researcher suggests that the students should pay more attention to the pronunciation in their role play performances so that audience can understand the conversation clearly.
3. Next researchers
The researcher realizes that due to the limited time, this research is far from perfect. However, it is better to have more preparation and respondents to enrich the results if one day there is a research on the similar topic. The next researchers should add more aspects of the role play technique and be more detailed.
46
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