JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF
ROLEPLAYING IN LEARNING SPEAKING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Carolina Ika Arnandasari
NIM: 112013013
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
vi
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright @2017: Carolina Ika Arnandasari and Gita Hastuti, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the prior written permission of at least one of the copyright owners or the
English Language Education Program of Universitas Kristen
SatyaWacanaSalatiga.
vii
TABLE OF CONTENTS
PERNYATAAN TIDAK PLAGIAT...i
PERNYATAAN IJIN AKSES...ii
PUBLICATION AGREEMENT DECLARATION...iii
APPROVAL PAGE...iv
Students’ Problems in Learning Speaking... ...5
Strategies in Teaching Speaking...5
Role play... ...6
Kinds of Role Play...8
Previous studies on the use of role play...10
THE STUDY...12
Students’ Perceptions of Role Play in Learning Speaking...22
Role play helped the students to understand the materials easily...22
CONCLUSION...30
viii
REFERENCES...35 APPENDIX A...37
1
JUNIOR HIGH SCHOOL
STUDENTS’ PERCEPTIONS OF
ROLE
speaking take a big role in many aspects that related with the students’ (Ahamed, 2013, p. 274). However, for some students, there are many problems that obstruct them to improve their speaking skill. Since learning speaking is considered more difficult than learning other skills, teachers need to find appropriate teaching strategies to facilitate the students in learning speaking. Role play happens to be one of the strategiesmostly used by the teachers to facilitate the students to learn to speak English as a foreign language. It is believed that role play might help the students to learn English as a foreign language effectively (Dorathy & Mahalaksmi, 2011, p.1). That is why this study aims to investigate junior high school students’ perceptions of role play in learning speaking. To gather deep information from the participants, who are the second graders of a private junior high school in Wonosobo, four times observations and focus group discussion were used. This study found five main benefits of role play that help the students to improve their speaking skill:role play helps the students to understand the materials easily, helps them to be more confident to speak English, provides many experiences that can be applied in the real life, and builds good atmosphere in the classroom and also encouraged the students to be more creative.Keywords: role play, speaking, confident
2
experience for many learners” (p.1). Since some of the students often make
mistakes during the learning process, they might be traumatic to make the same
mistakes again and it will influence the students’ perfomance in using the target
language
In learningEnglish, students need to learn some major skills, including
listening, writing, speaking, and reading. In this globalization era, speaking
appears to be the most important skill that should be mastered by the learners if
they wish to communicate well enough with other various people. According to
Ahamed (2013) “English speaking people are leading and playing major roles in
different spheres of life like trade, commerce and geopolitical issues” (p.274).
Like writing; speaking is known as a productive-active skill since the students
need to produce some spoken texts in the process of learning and communication.
In addition, according to Brown (2007) as cited in Derakhshan, Khalili &
Baheshti (2016)“speaking focuses not only on the vocabularies but also on
fluency, accuracy, and pronunciation” (p.18) . Therefore, speaking is considered
to be a complex process that needs much practice and exposure (Kuṥnierek, 2005,
p.29)
Teachers may find teaching speaking as a foreign language is challenging
for some teachers because the target language is not used by the students to
communicate in their daily life (Febriyanti, 2011). Since speaking is a difficult
skill, there are some problems that may appear in the learning process. To deal
3
speak English well. Through the observation in the teaching practicum site in a
junior high school in Salatiga, the writer believes that role-play can be a teaching
strategy that helps improve the students’ ability in learning English and decreases
the students’ struggle in English. The writer could see that, as Kuṥnierek (2005)
proposed, role play can be used to enhance students’ interaction in the learning
process in the classroom. However, how students perceive role play in their
learning process needs further investigation.
This study was conducted to reveal junior high school students’
perceptions of the use of role play in learning English, especially in learning the
speaking skill. The research question that guides this study is ‘What are the
students’ perceptions of the use of role-play in learning the English speaking
skill?’
The result of the study may give insights to the teachers about the
students’ perceptions of the use of role play so that teachers may improve the
practice of using role play to help students learn the speaking skill. The findings
may provide some practical considerations for the use of role play in teaching
4
LITERATURE REVIEW
Teaching Speaking
English is a global language that can be used for oral
communication with a lot of people. Being able to speak English is a must to face
the communicative challenges in the globalization era (Hosni, 2014, p.22).
Building students’ competence in speaking is indeed a challenge in Indonesia,
where English is still a foreign language (Sulistyo, 2015), which means that in
Indonesia, English is not used as a tool of communication in their daily activities.
Therefore, the target language is very rarely used outside the classroom, and so
“input and language use in the classroom are essential (Suryati, 2013, as cited in
Sulistyo, 2015, p.13)
In speaking classes, the students need to produce some products during
the lesson. In regard to the communicative challenges in the globalization era,
commanding the students to use English to communicate with others in
classrooms seems more important than asking them to learn the structure of the
sentences because “there is no point knowing a lot about language if you can’t use
5 Students’ Problems in Learning Speaking
Since there are several aspects that need to be learned, students may find
problems in learning spoken English as a foreign language. According to Ur
(1996) as cited in Hosni (2014) some problems in the learning a foreign language
include inhibition,lack of topical knowledge,low or uneven participation, and
mother tongue use.
Just as Ur (1996) in Hosni (2014)explained, the first and the most common
problem is inhibition. Some of the students feel nervous and shy in front of many
people. They are sometimes afraid of making mistakes. The second one is lack of
topical knowledge. Some of the students find it hard to find ideas and topics to
speak English. When they do find a topic, they might not know much about it.
The third one is low or uneven participation. This situation often happens in some
classes, where the active students usually speak a lot, and some of the non-active
students sometimes do not speak at all. Thus, the last problem is mother tongue
use. In speaking classes, some of the students prefer using their first language
rather than using the target language because they feel more comfortable when
communicating with their first language.
Strategies in Teaching Speaking
Every teacher has their teaching strategies to encourage their students to
be good at using English in communication.In teaching speaking; there are some
strategies that help the teacher to encourage the students to improve their speaking
skill, such as cooperative activities, role play, creative tasks and drilling
6
practices that provide opportunities to students to learn together in small
groupsare known as cooperative learning” ( p.2).Cooperative activities invite the
students to work together with their friends in the period of the lesson and then
they can help one another to master the materials that have been explained by the
teacher (Gillies & Boyle,n.d, p.4). Meanwhile, according to Porter-Ladousse
(1987, p.3, as cited in Kuśnierek, 2015, p.81), “role play activities range from
highly-controlled guided conversations at one end of the scale, to improvised
drama activities at the other; from simple rehearsed dialogue performance, to
highly complex simulated scenarios”. Moreover, role play provides opportunities
for the students to know more deeply their role in the role play so that they can
apply their experiences from role play in their real world (Bharathy, 2013, p.18).
Besides, according to Solcova (2011) as cited in Anjaniputra (2013, p.2)
creative tasks resemble real-life tasks, that students develop their fluency best, if
engaged in tasks where all their concentration focuses on producing something,
rather than on the language itself. Creative task also force the students to be
creative in the real-world task. Drilling is a strategy to improve pronunciation by
imitating and repeating words, phrases and even whole utterances (Thomburry,
2005). Since this study focuses on the use of role play, this strategy will be
discussed further.
Role play
Role play is definedby Cohen and Manion (1989), as cited in Tyers
(2002), as “participation in simulated social situations that are intended to throw
7
Moreover, role play is one of the most common teaching strategies which is used
by the teachers frequently in some situations. According to Joyce and Weil (2000)
as cited in Bharaty (2013)“Role play is a teaching strategy that fits within the
social family of models” (p. 18). Besides, using role play in the language learning
process might help the students to improve their English creatively, and give an
opportunity for the students to habituate themselves to communication skills
through conversations (Hattings a s cited in Dorothy & Mahalakhsmi 2011).
Teaching English using role play is very important since it provides real
world tasks that encourage the students to learn speaking through communication
in different social contexts and roles. It might help the students to learn English as
a foreign language effectively (Dorothy & Mahalakhsmi, 2011, p.1). Another
benefit of role play is that it can build good interaction among the students during
the teaching and learning process (Kuśnierek, 2015). Therefore, role play also
conducts collaborated learning for the learner about how to solve a real-life
problems and negotiating meaning while working together in groups
(Bhatathy,2013, p.18)
Meanwhile, according to Gower, Philips & Walters (2005, p.105) role
play is an opportunity for the students to be a particular person other than
themselves such as a customer, a manager, and a shop assistant. They are given a
chance to act through conversations in suitable situations. Therefore, through role
play every student has various kinds of roles that have been studied and it can be
good experiences for them to build good conversations in their real life.
8
role play helps by providing a mask, where learners with difficulty in
conversation are liberated. In addition, it is fun and most learners will agree that
enjoyment leads to better learning” (p.3). Role play might take a big role in the
classroom and helpful for shy students to be more confident while speak using
English in front of many people
Kinds of Role Play
Littlewood (1981) as cited in Wibawa (2014) proposed four kinds of role
plays that can be used by the teacher :
Role Play controlled through cue dialogues. In this model, the students
will be given a cue on a piece of paper. The content of the cue talks about what
the students should talk about in the role play. Every student will get a role from
the cue. For example, on a piece of paper there is the word ‘farmer’. Therefore,
the student who gets that piece of paper should take a part and act like a real
farmer. Therefore, on the paper there are some cues for the students to do. For
instance, Student A meets the farmer, and greets the farmer. Then student B greets
the farmer and then ask another question that has already been provided on the
cue. This model provides some directions for the students and theymight help the
students to practice the conversation easily.
Role play controlled through cues and information. Not too different
from the previous model, in this role play the students will be given a cue and the
cue will contain deeper information about the role the student needs to play. The
9
students. The paper also has some cues that guide what the students should do and
talk about during the role play process for example;
1. Teacher opens the lesson by greeting the students.
2. Student asks questions about the previous materials.
3. Teacher explains the new materials using students’ worksheet.
4. Teacher asks the students to do the exercise, and etc.
Role play controlled through situations and goals. In this model, the
teacher provides situations and goals, so the students should play the role based on
the provided situations and goals. Before starting the role play, at first the teachers
should give the situation to each group. Second, the teachers should also explain
what the students should do during the role play. All of the students have to
follow the teacher’s instructions and run the role play based on the situation they
get. For example, the situation and goal for the students A : You want to eat the
most delicious food in the restaurant. You want to know about the ingredient and
how to cook it. Meanwhile, the situation and goal for student B: You are a waiter.
You help the customer to know about the food. Then explain about how to cook
the food.
Role play controlled in the form of a debate or discussion. This model
is the most difficult one, because the students should play a part to agree or
disagree with an opinion and to defend their stance. After introducing a case, the
teacher will divide students into two groups; the agree and disagree groups Later,
10 Previous studies on the use of role play
In 2007, Susanti conducted a study about using role play in teaching
speaking in Islamic Junior High School Soebono Mantofani Jombang-Ciputat.
The study aimed to investigate whether the scores of speaking taught by using
role play was better or not by comparing the students’ scores before and after
being taught by using the role play technique. The participants of the study were
thirty students of Grade 9 chosen by using cluster random sampling. For the
research instrument she used an oral test as a pre-test for the students and divided
the assessment into five criteria (pronunciation, grammar, vocabulary, fluency and
comprehension ). Then the students were given role play treatment. After that, the
researcher gave an oral test again as the post-test to check the students’ progress.
The research found that the use of role play in the second language helped the
students to get better scores. Also, the teaching and learning processwas more
interesting and enjoyable since in the role play provided some situations and roles
to be acted out by the students. Besides that, the use of role play made the
materials understood by the students easily. (p. 41).
In 2016, Lavanya, Kalpana, Veena and Kumar conducted a descriptive
study on role-play as an educational tool in medication communication skills:
Students’ perspectives.A questionnaire is used to gather information from122
students in second professional MBBS. This study was conducted in the
Department of Pharmacology during the 2015 – 2016 academic years. The aim of
11
acquiring communication skills. This study indicated that role play was an
effective teaching and learning tool. Over 90% students agreed that role play
helped them to encourage the communicating therapy details.
Dawood in 2013 conducted a descriptive study about Nursing Students’
Perspective about Role – Play as a Teaching Strategy in Psychiatric Nursing. The
study was conducted in the College of Nursing (CON – R), King Saud Bin
Abdulaziz University for Health Sciences – Riyadh (KSAU – HS), Kingdom of
Saudi Arabia. The participants of the study were one hundred and fifty three
nursing students enrolled in the Psychiatric/Mental Health Nursing course in the
2011 – 2012 and 2012 – 2013academic years. The objectives of the study were to
identify nursing students’ preference of teaching strategies in psychiatric nursing
and investigate nursing students’ perspective about role – play as a teaching
strategy in psychiatric nursing.The study concluded that role – play was proven to
be an effective tool for the teaching psychiatric nursing. Although it initially
creates anxiety and fear, psychiatric nursing students judged the use of role – play
in the teaching – learning process as very positive, improving their
communication, and helping them to integrate the theory and practice of
psychiatric nursing.
Those previous studies explained about the use of role play in the teaching
and learning process. The result of those previous studies showed that role play
has a several benefits for the students during the learning process. Those benefits
helped the students to get better scores becauseit was easier for the students to
12
skill, and integrate the theory and practice of psychiatric nursing through role
play. Since role play takebig positive effect for the students. Hence, in this study I
investigated junior high school student perceptions’ of role play in learning
speaking. Whether the junior high school students get the benefits of role play
while learning English or not.
THE STUDY
Method of the Study
This study was a descriptive study . The aim of the study was to describe
the students’ perceptions of the use of role play in speaking class. The setting of
the study was a private Junior high school located in Wonosobo, Central Java,
Indonesia.
Participants of the Study
The participants in this study were nineteen students in the second grade of
a private junior high school in Wonosobo. All of the students learned in the same
class. To choose the participants, the researcher used purposive sampling.
Palinkas, Horwitz, Green, Wisdom, Duan, & Hoagwood (2013) agreed that
“purposeful sampling is widely used in qualitative research for the identification
and selection of information-rich cases related to the phenomenon of interest”
(n.p). The participants were chosenby the researcher based on the requirements
13
Data Collection Instruments
This study used observations and focus group discussions to collect the
information from the participants. To get the whole information in the teaching
and learning process I observed in the class four times. In the observation process,
I used video-recorder to record everything that happened in the classroom as
authentic evidence. Also, I used field notes to write the important things for this
study. For this study I used nonparticipant observation, which means that I did not
take part in the teaching and learning process, I only observed the class’s
situations and students’ behaviour. This method helped me get much information
and see everything that was happening in the classroom.
Meanwhile, to gather the information from the participants, I used focus
group discussions (FGD). I divided the students into five groups and each group
consisted of four students. In every group, we had a 20 minutes’ discussion about
the difficulties in learning speaking and the use of role play in Speaking class
using the Indonesian language. The FGD question included the following:
Focus Group Discussion’s questions(in English)
1. Does your teacher often use role play to teach you?
2. What materials were taught using role play?
3. How did your teacher assign you to do a role play?
4. How did you feel when you were assigned to do a role play?
5. Do you prefer to be taught using role play or other techniques? Why ?
14
7. What difficulties did you find when you did a role play?
Focus Group Discussion’s questions (in Indonesian)
1. Apakah bapak/ibu guru di sini sering menggunakan role play sebagai
teknik didalam proses pembelajaran?
2. Materi apa saya yang biasanya menggunakan role play?
3. Bagaimana cara bapak/ ibu guru menyuruh kalian untuk melaksanakan
role play?
4. Bagaimana perasaanmu saat mengetahui bahwa kalian diminta untuk
melaksanakan role play ?
5. Kalian lebih tertarik saat belajar menggunakan role play atau tanpa
roleplay?
6. Apakan roleplay membantu kalian dalam menguasai materia yamg
diajarkan oleh bapak/ ibu guru?
7. Apa saja kesulitan kalian dalam belajar bahasa inggris menggunakan role
play?
Data Collection Procedure
The first step was observation and was conducted four times by the
researcher.In the first and second observations, the researcher observed the
teacher when explaining the material without using role play. Then, the researcher
did two more observations in the same classroom when the teacher used role play
to deliver the materials. The last step is focus group discussion (FGD). As
15
offourstudents (mixed groups of female and male students) and the FGD was done
on different days after the school hours.
Data Analysis Procedure
The data from observations and focus group discussions were analyzed in
several steps. The first one was transcribing. In this study, the researcher used
clean transcription methodto transcribe the information from observation and
FGD. According to Zacharias (2011), clean transcription method focuses on the
content of the interview. The information was used to describe the students’
perceptions toward role play in the speaking class. Afterwards,the researcher
categorized the same information from the discussion to the same group. The last
step was making a conclusion based on the data that the researcher got from the
observations and FGD.
Findings and Discussion
This research aims to describe ‘What are the students’ perceptions of the
use of role play in learning the English speaking skill?’. According to the data
analysis, the researcher found four benefits of role play that affected the students’
performance in learning English. The benefits were that it waseasier for the
students to understand the materials, that role playswashelpful to build
self-confidence, that role play provided many experiences and that it also made the
classroom’s atmosphere comfortable. In this part, the researcher will explain more
16 Teaching without Role Play
As I explained before, I did the observations twice for teaching without
role play. The first observation was done on Wednesday, April 26, 2017, and the
second was on Thursday, April 27, 2017. The topic of the lesson was how to make
a telephone call, the first and second teaching sessions which were observedhave
the same topic. In the first observation, the teacher focusedon what is telephone
call and practice the pronunciation. During the lesson, the teacher asked the
students to read the dialogue provided by the teacher. The teacher also gave
feedback to correct the students’ pronunciation. When they tried to read the
dialogue, most of them looked shy and unconfident. During the lesson, the teacher
gave many examples of a telephone call in order to make the students understand
the expressions that are commonly used in a telephone call.
In the second observation, the teacher focused on the language and content
of a telephone call. The teacher explained about the structure of the sentences.
Moreover, the teacher also gave the guidelines about having a telephone call. In
this case, the teacher gave an example regarding telephone call through a video.
Most students in the classroom paid attention to the teacher’s explanation, and
some of them took notes when they found some important things. After that,
students were asked to apply their knowledge into a telephone call
conversation.During the process of making the dialogue, some of the students asked about some difficult word such as konser musik. Then the teacher asked to
17
could give the correct answer.After that the teacher told the meaning of the word
in front of the class in order to make all of the students know the difficult word.
The last activity, the students were invited by the teacher through a game to share
their dialogue in front of the class. The teacher also gave homework for the
students to prepare a role play that should be performed in the following class and
it would be graded by the teacher.During learning process, the teacher always
gave some examples that provided in the students’ handbook and also power point
slides. The teacher asked the students to read the dialog in order to make the
students understand the materials. After that, the students were asked to make a
dialogue based on the guidelines from the examples.
In this case, the students had to make the dialogue by themselves, then
memorize it and performit in front of the class. During the observations, I found
some problems that influenced the students’ ability to speak English. Ur (1996) in
According to Hosni (2014) stated that some problems in the learning a foreign
language include inhibition, lack of topical knowledge, low or uneven
participation, and mother tongue use. In this study, the most common problem
that happened in the classroom is inhibition. Most of the students still looked shy
when they had to speak English in front of the class. They also seemed
unconfident to communicate using English. Moreover, the second problem
observed was lack of topical knowledge. Some students found it difficult to find
English terms of some Indonesian words or phrases related to the topic. These
18
learning speaking. Thus, the students’ speaking skill would not get good progress
since if they still have those problems.
Teaching with Role Play
In this study to gather important information about role play, the
researcher conducted the observations twice againin the same class, but these
times, the teacher used role playto share the materials. The first observation was
done on Tuesday, May 9 2017 and the second was on Thursday, May 18, 2017.
On the first observation, the teacher focused on the students’ performance
of telephone call and explained about word stress. At the beginning of the class,
the teacher gave an example about how to use correct word stress. The students
were very excited since the teacher used a game. Each student came forward to try
the word stress checker on the teacher’s computer. Most of the students still
looked shy because they were afraid to make mistakes although for some students,
usingword stress was easy and it made them more confident when speaking
English. In this partby an informal interview withthe teacher,the teacher used a
game in order to make the students enjoy the lesson.
After the game on word stress, the students were asked to perform the role
play about telephone call in front of the class.In this case, the students had already
prepared the role play since the teacher had already informed the students in the
19
groupperformed their performance in order to make the students get better in the
next role play.
On the last lesson observed, the teacher focused ona new material; giving
and asking for recommendation. At first, the teacher explained about giving and
asking for recommendations. While the teacher was explaining the materials, most
of the students were listening to the teacher and taking notes when they found
important words. After that, the students were asked to give some
recommendations. Most of the students could give some examples of
recommendations, and the students enjoyed sharing their ideas. Meanwhile, the
teacher also gave detailed examples which consisted of the requirements
regarding asking and giving recommendations as the following:
Cantika : Good morning Mr. Daniel. (greetings)
Mr. Daniel : Hello, good morning Cantika. (greetings)
Cantika : Mr. Daniel, can you help me to find the best restaurant in
Jakarta? (asking recommendation)
Mr. Daniel : I ever visit Jakarta before, but I know few restaurant there. There are
Koinonia, biztro and black pepper best restaurant there. (giving the recommendation, more than 2 places )
Cantika : where is the most delicious restaurant? (asking recommendation)
20
Cantika : why koinonia is the best restaurant rather than biztro and black paper?
(asking for reason)
Mr. Daniel : Because koinonia provide delicious western food (giving reason)
Cantika : Okay thank you Mr. Daniel for your recommendation (say thank you)
Mr. Daniel : Okay, you’re welcome
(Observation on May 18, 2017)
In order to make the students easy to understand with the materials, the
teacher gave a role play guide for each student through an example. At first, the
teacher wrote the example of the dialogue on the white board, and wrote the
requirenments of the dialogue. Then, the students were asked to note down the
dialogue create a similar dialogue by themselves. The teacher also asked the
students to practice the role play in ten minutes and then the students should
perform their role play. Suddenly some of the students were shocked and got
nervous. In this situation, I found that some of the students had already felt dazed
while waiting for the teacher to call the students to perform. Some of the students
had the same problems. They were still afraid and shy in front of the class.
Meanwhile, most of the students could give good performance in the role play.
Mostly, the students had already used a loud voice and good pronunciation.
Moreover some students had good confidence while they do role playing in front
of the class.
In addition to the observation results above, according to the participants’
21
play as a strategy to deliver the materials. This point was described by Student 1
and Student 2
Disini memang banyak kaya gitu jadi guru mema ng biasanya bikin role play gitu sih di setiap ngajar.
In this school, the teacher usually uses role play during the teaching and learning process. (Student 1, on FGD, May 10, 2017, translated by the researcher).
Iya, sering sih tapi gak terlalu sering juga hampir semua materi.
Yes, heoften uses role play almost in every material. (Student 2, on FGD, May 10, 2017, translated by the researcher.)
Based on the participants’ explanation, from the beginning of the semester,
the teacher has already used role play to teach about directions, appointment,
telephone calls and recommendations. The teacher would provide some time for
the students to prepare their role play a few days earlier. At first, the teacher
would ask the students to make their own dialogue. Second, the teacher wouldlead
the students to practice the dialogue in pairs. Last, the students were chosen by the
teacher randomly to perform. This point was stated by Student 8 and Student 9
Membuat itu membuat percakapannya dulu di buku, menghafalkan, terus suruh perform maju kedepan.
22
Based on the observations and students’ explanation, the researcher found
that the teacher thereoften used role play in class and he mostly used cue and
information dialogue. This kind of role play can be identified by the teacher’s
model when he gave a guideline for the students on Thursday, May 18, 2017
(second observation). While the teacher explained the materials and gave the
example of the dialogue, he also gave the cue and information about what the
students should say during the role play.
Students’ Perceptions of Role Play in Learning Speaking
In this study, students’ perceptions of role play in learning speaking were
investigated through focus group discussions. The participants of the study were
twenty students of a private junior high school in Wonosobo. During the focus
group discussion, it was revealed that almost all of thestudents prefered English
lesson with role play rather than traditional teaching strategy, which is usually
done without a role play.The students also mentioned five main reasons why they
preferred a lesson with role play; role play helped the students to understand the
materials easily, made the students be more confident to speak English, provided
many experiences that can be applied in the real life, and built positive
atmosphere in the classroom, and also encouraged the students’ creativity. More
detailed explanation will be provided below.
Role play helped the students to understand the materials easily
In the focus group discussion, seventeen students in this private school
23
said that role play facilitated them when practicing their English skill. Student 4
and Student 15 put it :
Seneng tapi kadang – kadang gak seneng sih. Tp lebih gampang mudeng
nek role play.
Sometimes I like it, but sometimes I don’t. But it is easier for me to understand the materials through role play. (Student 4, on FGD, May 10, 2017, translated by the researcher).
Kalau udah role play nanti pas ulangan terus keinget dialognya kan jadi gampang.
Doing a quiz is easier if I can remember the dialogue that I have made for the role play (Student 15, on FGD, May 10, 2017, translated by the researcher).
As shown in the excerpt above, Students 15 even mentioned that getting
involved in role play could help him do the quiz given by the teacher. He could do
the quiz more easily by recalling the dialogue he made for the role play.
Furthermore, during the focus group discussion, some students added
some detailed information related to this benefit of role play by Student 20 and
Student 18 explained :
Ya nek aku lebih suka pakai play sih lebih cepet mudeng soalnya udah dipraktekan langsung.
I like learning with role play; I can understand it more quickly as we have directly practiced itin the classroom. (Student 20, on FGD, May 10, 2017, translated by the researcher).
Membantu soalnya jadi bisa membuat kan, nanti kalo disuruh bikin lagi pasti sudah bisa.
24
According to Students 20 and Student 18, role play provided real practice
of the theory that could stay in their mind. This experience could help them
understand the material more quickly and could, in turn, help them do a similar
task in the future.
To sum up, role play played a big role to facilitate the students to improve
their speaking skill through many kinds of roles that should be performed in front
of the class.The experience of getting involved in making a dialogue based on the
given examples and then performing it helped students to understand the material
more quickly and easily. Moreover, recalling to that experience could help
students do a similar task on a later time. Regarding this, Dorothy & Mahalakhsmi
(2011) stated that teaching English using role play is very important since it
provides real-world tasks, It might help the students to learn English as a foreign
language effectively. Role play can be an effective teaching strategy since role
play facilitates the students to learn by doing. Therefore, through role play the
students can understand the materials with less time and they also have already
practiced the materials directly.
Roleplay built students’ confidence to speak English.
Learning English especially speaking is not easy for some students,
theymay encounter some obstacles while learning. From the four most common
problems in learning a foreign language proposed by Ur (1996) in Hosni (2014),
the most common problem for the shy and passive students in this study is
25
This point was stated by sixteen out of nineteen students. Students 2 and Students
13 put it:
Malu lah soalnya ditonton terus didenger sama temen lainnya.
I am shy to speak English in class because all of my friends see and listen to me. (Student 2, on FGD, May 10, 2017, translated by the researcher).
Nggak percaya diri, pengucapannya masih jelek banget.
I am not confident to speak English since my pronunciation is so bad. (Student 13, on FGD, May 10, 2017, translated by the researcher).
Student 2 felt shy to speak English because a/he might not feel
comfortable to be the center of attention. Student 13 felt unconfident to speak
English since he thought that his pronunciation was still so bad. Other students
stated similarly that they were reluctant to speak English in front of many people
because they did not feel comfortable to be the center of attention and because
they were not confident with their own skill.
In relation to this most common problem in class, ten students agreed that
role play helped them to be more confident to speak using English in front of
many people as Student 4 and Student 7 stated:
Ya role play bisa lebih percaya diri kalo lagi ngomong bahasa Inggris.
By role play, I can be more confident when speaking English. (Student 4, on FGD, May 10, 2017, translated by the researcher).
Ya bisa melatih percaya diri sih apa lagi di depan kelas gitu di banyak orang.
26
I usually did some practices at home before I performed, and it would be make me be more confident. (Student 6, on FGD, May 10, 2017, translated by the researcher).
Moreover, in some situations, the teacher gave longer time for the students
to memorize and practice the dialogue. The longer the time the teacher gave;the
more ready and confident the students would be to do the role play. Student 9
explained :
Lebih enak kalau dikasih waktu yang lama untuk persiapan role play jadi lebih mantep kalo maju kedepan.
When the teacher provided a longer time for me to prepare the role play, I would be more confident when I have to perform my role play. (Student 9, on FGD, May 10, 2017, translated by the researcher).
In this study, the teacher provided an opportunity for the students to do
some practices before doing the role play and this helped build students’
confidence when they performed the role play.
A few students, however, still felt shy and dazed when they waited for
their turn to perform the role play, but these students could give good performance
and did a great job when it came for them to perform their rope play.
Role play provided experiences that could be applied in the real
27
world because role play enabled the students to learn by playing various roles.
Hence, from role play, the students got many experiences that affected their
performance in learning Englis, which could be used in their real life. This point
was described by Student 1, Student 20, and Student 21 :
Jadi kalo role play kan harus ngomong terus, kalo sekarang aku bisa lah telefon pakai bahasa inggris spontan.
Role play forces me to learn to speak English. After I did my my role play, I can communicate in telephone call using English spontaneously. (Student 1, on FGD, May 10, 2017, translated by the researcher).
Ya dapet pengalaman baru si bisa langsung di dipakai. Kaya yang ngasih arah arah itu.
I can get many experiences from role play. Now, I can give some directions for someone. (Student 20, on FGD, May 10, 2017, translated by the researcher).
Ya kalau sekarang bisa telfonan sama pak guru pakai bahasa inggris.
Now, I can use Englishto communicate with my teacher in a telephone call. (Student 21, on FGD, May 10, 2017, translated by the researcher).
According to the students above, from their experiences in role play, they
could apply what they have learned in their real life, such as making a telephone
call in English spontaneously to their teacher and giving directions. The finding is
consistent with Gower, Philips & Walters’statement (2005, p.105) that role play
is an opportunity for the students to be a particular person other than themselves
such as a customer, a manager, and a shop assistant. Moreover, role play provides
opportunities for the students to know more deeply about their role in role play so
that they can apply their experiences from role play in their real world (Bharathy,
28
Role play built positive atmosphere in the classroom.
The findings showed that the use of role play during the teaching and
learning process made the classroom be more fun and comfortable. Through role
play, the atmosphere was better and it helped the students to enjoy the learning
process. Ten students explained that role play influenced their feeling in the class
while learning. Student 17 and Student 6 explained it :
Seneng kalo diajar pakai role play, menyenangkan kelasnya.
I am happy when there is a role play in the class because the class becomes fun. (Student 17, on FGD, May 10, 2017, translated by the researcher).
Kelas nya jadi nyenengin, ngga tegang, bisa ketawa ketawa.
The class becomes fun not stressful because we can laugh. (Student 6, on FGD, May 10, 2017, translated by the researcher).
In addition, for some students, the use of role play also prevented them
from becoming sleepy and tired in the classroom. Student 13 and Student 16 put
it:
Nggak ngebosenin , jadi ngga ngantuk.
The teaching process does not make me bored. I am not sleepy at the class. (Student 13, on FGD, May 10, 2017, translated by the researcher).
Males kalo ngga pakai role play cuma nyatet tok, bikin ngantuk.
I do not like to take a note only during the lesson. It makes me sleepy. (Student 16, on FGD, May 10, 2017, translated by the researcher).
From the Student 13’s and Student 16’s statements, the researcher
29
English since role play itself invited the students to enjoy positive atmosphere in
the classroom.
Role Play Encouraged Creativity.
In this study, the researcher found that role play could train the students to
be more creative. Based on the example given, the students should develop their
own dialoguecreatively for the role play. Student 11 put it:
Kan sudah ada contohnya, terus kita bikin lagi kaya contohnya tapi beda topik.
We can see the example from the teacher then we make the new dialogue for the role play with a new topic. (Student 11, on FGD, May 10, 2017, translated by the researcher).
Moreover, since the students told to make the dialogue by themselves, it
Might train the students to be more aware of how to choose appropriate words.
Some of them could even help each other to find some difficult words, and it
would make the students have many vocabularies that can impact their
performance in learning English. Student 13 put it :
Ya kalo ngga bisa tanya temen, biar bisa nemu katanya itu.
I asked my friend when I found some difficult words, so that I can make good dialogue for the role play. Student 13, on FGD, May 10, 2017, translated by the researcher).
In line with this, Hattings as cited in Dorothy & Mahalakhsmi (2011)
mentioned that using role play in the language learning process might help the
students to improve their English creatively, also give an opportunity for the
30
conversation.Therefore, role play can encourage the students to be more creative
to use English and it might help them get used to speaking in English in various
way.
From the discussion above, role play is found to have five benefits that
supported the students in learning speaking. First, role play could decrease the
students’ anxiety since it built a positive atmosphere that made the classroom
more fun and enjoyable. This might bring up the second benefit, i.e, role play
helped the students to understand the materials easily. Third, role play also
encouraged creativity as it required the students to create their own dialogues
based on the given example. The process that allowed practice before
performance brought the fourth benefit that role play helped the students to speak
English in front of many people confidently. Finally, role play provided
experiences that could be applied in the real life.This means that role play
provided an opportunity for the students to learn by doing. By recalling the role
play experience, students could do a similar task at a later time in their life. Role
play also encouraged the students to be more creative through choosing the topic
and making the dialogue by themselves.
CONCLUSION
This study was conducted in order to investigate the students’ perception
of role play in learning speaking. The English teacher at the school where the
research was conducted often uses role play in his lessons, especially role playing
31
teacher would provide the guidelines and clear information regarding what the
students should talk about. Most of the students preferred to be taught using role
play rather than only listening to the teacher’s explanation and taking notes during
the learning process.
Moreover, this research revealed that the students perceived five benefits
of role play. First, role play assisted the students to understand the given materials
easily. Second, role play built the students’ confidence when speaking English.
Third, role play offered the students with various experiences that can be applied
in the real world. Then, it encouraged a positive atmosphere in the classroom,
which made the students enjoy the lessons. The last one, it encouraged the
students’ creativity.
Learning from this study’s findings, role play can be used as one strategy
to help improve students’ speaking skills effectively. However, to make it more
effective, teachers also need to provide some impromptu role plays where students
are encouraged to use the learned language spontaneously. This is to prepare them
to participate in the real life conversations, which are mostly spontaneous.
This study is not without a flaw. Since the participants were junior high
school students, the answer to each question in the FGD tended to be verysimple.
Therefore, the researcher had to provide a hook to make them elaborate their
answer more. For further research to gather deeper information and various data,
32
means that the questions for the FGD should be divided into some parts in order
33
ACKNOWLEDGEMENT
First of all, I would like to thank my savior Jesus Christ for always giving
abundant blessing and strengthening for me during the process of thesis making.
Only from His mercy I could finish and get my bachelor’s degree in Universitas
Kristen Satya Wacana. Also, my deep gratitude goes to my supervisor Ibu Gita
Hastuti, M.A who being patient to guide me with her kindness and help me during
the thesis writing. I also would like to express my thankfulness to my thesis
examiner Ibu Frances Sinanu for her suggestions for my thesis.
I also would like to say my appreciation to my participant, the students of
a private junior high school in Wonosobo and also for the teacher there, for being
cooperative during observations and focus group discussion. Then, I would like to
thank my wali study, Bapak Dian Toar who always gives good suggestions for
me.
Many thanksand appreciation also go to my beloved parents, Widodo Budi
Yuono and Sih El Kristiyaningsih who always give best support, prayers and also
suggestions. I also would dedicate many thanks to my beloved friend, Daksa who
always supports me in the ups and downs of the thesis writing process.
Special thanks for my best friends Shintya, Kezia Meidy, Devi, Meyta,
Bra, Anes, Elissa, Ikha, who always become amazing friends during my study in
Universitas Kristen Satya Wacana. Also, I am grateful to my
34
am very thankful, for everything that they have given tome from the smallest until
35
REFERENCES
Ahamed, M. F. (2013). Difficulties and challenges in teaching English as the
second andforeign language. The Asian Conference on Language Learning, 273 – 281.
Anjaniputra, A. G. (2013). Teacher’s strategies in teaching speaking to students at
secondarylevel. Journal of English and Education, 1(2), 1- 8.
Bharaty, M. S. (2013). Effectiveness of roleplay in enchancing speaking skills of
TertiaryLevel learners. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 13(1), 17-19.
Dawood, E. (2013). Nursing students’ perspective about role – play as a teaching
strategy in psychiatric nursing. Journal of Education and Practice, 4(4),
38 – 48.
Derakhsan, A., Khalili, A.N., Baheshti, F. (2016). Developing EFL learner’s speakingability, accuracy and fluency. English Language and Literature
Studies, 6 (2), 177 – 186.
Dorothy, A. A., & Mahalakshmi, D.S. (2011). Seond language acquisition through task-based approach – rola play in English language teaching. English for specific puposes world, 11(33), 1-7.
Febriyanti, E. R., (2011). Teaching speaking of english as a foreign language:
problems andsolutions. Jurnal Penelitian, Pendidikan dan Pembelajaran,
186. Retrived http://www.infodiknas.com/wp-content/uploads/2015/01/JP
3-Volume-3-Nomor-11-Agustus-2014.pdf
Gillies, R., & Boyle, M. (n.d). Cooperative learning: a smart pedagogy for
36 https://sydney.edu.au
Golkova, D., & Hubackova, S. (2014). Productive skills in second language
LearningProdecia-Social and Behavioral Sciences, 143, 477-481.
Gower,R., Philips, D., & Walters, S. (2005). Teaching Practice: A handbook for
teachers inTraining. Macmillan Books for Teachers. 213. Retrived from
https://www.scribd.com
Hosni, S. A. (2014). Speaking difficulties encountered by young EFL learners.
International Journal on Studies in English Language and Literature ,
2(6), 22-30.
Kuśnierek, A. (2015). Developing students' speaking skills through role-play.
World Scientific News , 7, 74-111.
Lavanya, S. H., Kalpana, L., Veena, R. M., Kumar, V. D. (2016). Role-play as an Educationaltool in medication communication skills: Students’
perspectives. Indian Journal of Pharmacology Published by Wolters
Kluwer – Medknow, 48, 833 – 836.doi : 10.4103/0253-7613.193311
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N.
Hoagwood, K.,(2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Springer
Science+ Business Media New York, 42(5)n.p.
Somervill, A. C. (1995). Maximizing Learning: Using Role Playing in the classroom. The American Biology Teacher , 57(1), 28-32.
Sonthara, K., & Vanna, S. (2009). Cooperrative learning; theory & practice.
World Education, Inc & Kampuchean action for primary education 1 - 45
Sulistyo, U. (2015). Improving english as a foreign language teacher education in Indonesia: the case of Jambi university.Retrieved from :
https://researchbank.rmit.edu.au
37
performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3 (2), 8 – 23.
Wibawa, Y. K. (2014). Improving students’ pronunciation through role plays for class VII C at SMP 3 Tempel in the academic year of 2013 / 2014. Retrived from : http://eprints.uny.ac.id
Yulia, Y. (2013). Teaching challenges in Indonesia: motivating students and teachers' classroom language. Indonesian Journal of Applied Linguistic, 3(1), 1-16.
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited.
38 APPENDIX A
Observation Field Note
DATE TIME ACTIVITIES
KINDS OF ROLE PLAY: CUE DIALOGUE, CUE AND INFORMATION, SITUATION
39
APPENDIX B
Transkrip Kelompok 1
Peneliti : Selamat pagi, saya nanda. Sekarang kita akan mulai diskusi kita.
Pertanyaan yang pertama, apakah bapak ibu guru disini sering menggunakan role play sebagai strategi di dalam proses pembelajaran? Dijawab mulai dari Fen – Fen.
Responden 1 : Disini memang banyak kaya gitu jadi guru memang biasanya bikin role play gitu sih di setiap ngajar.
Peneliti : Role play berarti sering ya digunakan di sini? Menurutmu sering nggak?
Responden 2 : Sering
Peneliti : Sering ya, seberapa sering?
Responden 2 : iya sering sih tapi gak terlalu sering juga hampir semua materi.
Peneliti : Sering tapi gak terlalu sering ya. Kalau menurut kamu gimana?
Responden 3 : sering sih. Biarkan kalau pakai role play biar pada mudeng, biar suka dengerin.
Peneliti :oh iyaiya, kalo menurutmu gimana?
Responden 4 : Iya kayaknya emang sering.
Peneliti : Kamu waktu kelas 7 juga satu kelas?
Responden 1,2,3,4 : Enggak
Peneliti : dari kelas yang berbeda beda? Dari kelas 7 apakah pernah menggunakan role play?
Responden 1 : Pernah waktu drama itu
Peneliti : oh ya berarti dari kelas 7 sampai sekarang bapak ibu disini sering menggunakan role play sebagai media pembelajaran bahasa inggris?
Responden 3 : iyaa
Responden 1 : iya
40
Responden 1 : Biasanya buat dialog
Peneliti : dialog tentang apa?
Responden 3 : drama
Peneliti : terus apa lagi?
Responden 2 : percapakan ituu
Peneliti : percakapan, terus apa lagi?
Responden3:mmapa lagi yaa?? responden 1 : Biasanya itu ajaaa sih
Peneliti : melatih percakapan gitu ya biasanya?
Responden 4 : iyaa gitu biasanya
Peneliti : jadi fokusnya focus ke speaking ya?
Responden 1,2,3,4 : Iyaaaaa
Peneliti : Jadi role play focus ke speaking ya, jadi menurut kalian kegunaan dari role play itu sendiri itu apa?
Responden 1 : Supaya lebih berpengalaman.
Peneliti : berpengalaman, terus apa lagi?
Peneliti : menurut kalian role play membantu gak sih dalam proses pembelajaran bahasa inggris disini?
Responden 1,2,3,4 : Membantu
Peneliti : yaa membantu nya karena apaa coba?
Responden 2 : Biar itu murid - muridnya biar gentian
Responden 3 : Lebih pengalaman sama bisa belajar lebih lanjut cara mengucapkannya.
Peneliti : oh jadi kalo pakai role play kamu belajar dulu ya dirumah, jadi kalian sudah ada persiapan ya sebelum maju ke depan?
41
Peneliti : Jadi kalo pakai role play itu secara otomatis km lebih mendalami mmmmm apa yang akan kamu bicarakan?
Responden 1 : iyaa gitu.
Peneliti : iya terus mmmm pak johan disini gimana sih prosesnya buat menyuruh kalian melaksanan role play? Dari di kelas itu pak johan nyuruhnya gimana?
Responden 1 : suruh bikin kelompok
Peneliti : pertama bikin kelompok, terus?
Responden 2 : membikin percakapan.
Responden 4 : membuat percakapan.
Peneliti : membuat percakapan
Responden 1 : terus baru disuruh maju nya besok besok gitu
Responden 3 : diapalin dulu njug terus maju
Peneliti : berarti dikelas udah disuruh bikin semua ya, terus kalian latian dulu dirumah, terus kamu majunya itu?
Responden 1 : pertemuan selanjutnya
Peneliti : pertemuan selanjutnya. Sekarang e bagaimana perasaanmu saat mengetahui kalo kalian diminta untuk melaksanakan role play?
Responden 4 : Pertama deg – deg an Responden 3 : deg – deg an
Peneliti : kenapa deg – deg an
Responden 2 :malu lah soalnya ditonton terus didenger sama temen lainnya
Responden 1 :grogi takut salah ngomong ucapannya dan grogi
Peneliti : kalian lebih malu kalau tau tau disuruh maju atau kamu disuruh role play?
Responden 2 : tau tau disuruh maju sih
Peneliti : lha kenapa?
42
Peneliti : berarti kalo tau tau suruh maju kalian lebih deg- deg an?
Responden 3 : iyaa
Peneliti : Kalu role play kalian gimana?
Responden 1 : Lebih santai
Peneliti: lebih santai, kenapa kok lebih santai?
Responden 1, 2 : Karena sudah latihan dulu
Peneliti : kalian seneng nggak sih kalau disuruh role play gini?
Responden 2 : seneng
Responden 1 : seneng
Responden 3 : seneng si
Responden 4 : seneng kadang – kadang gak seneng sih. Tp lebih gampang mudeng nek role play.
Peneliti : kenapa kok seneng?
Responden 2 : seneng dapet pengalaman
Responden 1 : seru aja kalo maju kedepan
Peneliti : seru ya, kalo menurut yang cowok kenapa kamu suka role play? Suka atau tidak?
Responden 3 : Biasa ajaa
Peneliti : kok biasa aja kenapa? Kamu seneng nggak sih kan harus mempersiapkan segalanya sebelum role play?
Responden 3 : yaaa karena udah sering.
Peneliti : kalian suka gak proses persiapan role play sebelum kamu maju?
Responden 3 : suka
Peneliti : berarti suka role play atau biasa aja?
Responden 3 : suka, sama sama suka sih
43 Responden 4 : kadang suka kadang enggak.
Peneliti : suka nya kenapa?
Responden 4 : ya asik menyenangkan bisa maju kedepan
Peneliti : lha gak suka nya kenapa?
Responden 4 : kadang kalau pikirannya full jadi susah ngafalin.
Peneliti : oh gak suka gara gara susah ngafalin? Kalau misalnya dikasih waktu yang lama bisa gak buat ngafalin?
Responden 4 : Bisa dong.
Peneliti : kalau Lauren gimana?
Responden 2 : kadang kadang si, kadang suka kadang nggak. Kebanyakan sih suka.
Peneliti : kebanyakan sih suka kenapa?
Responden 2 : ya soalnya bisa ngelatih itu kaya percaya diri kalo ngomong Inggri
Peneliti : jadi kalian bisa percaya diri gitu ya?
Responden 2 : iyaa.
Peneliti : terus kamu lebuh tertarik belajar bahasa inggris menggunakan role play atau tidak?
Responden 1 : tidak.
Peneliti : kenapa kok tidak?
Responden 1 : karena lebih enak kalau spontan. Biasanya kalo pakai role play pakai dialog gitu jadi kaku karena ngafalin gitu. Enak spontan.
Peneliti : jadi kaku ya, jadi kalo Fen – fen suka spontan ya. Kalau kamu gimana?
Responden 2 : sama ajalah
Peneliti : ya jangan sama, ayo kenapa kasih pendapatmu
44
Peneliti : lha kalian kan sudah latian dulu to dari rumah? Kok yo masih takut salah?
Responden 1 : kadang kalau di depan nge - blank.
Peneliti : gara – gara grogi itu ya jadi nge blank? Nek misalnya kamu tau – tau disuruh belajar tanpa role play, misalnya mister Jo Cuma jelasin di papan tulis lebih suka mister yo ngajar kaya gitu atau ada role play nya?
Responden 3, 4 : ada role play hehe
Peneliti : ada role play kenapa?
Responden 3 : lebih mudeng
Peneliti : lebih mudeng karena ada contoh nya ya?
Responden 4 : iyaaaa
Peneliti : terus apa lagi alasannya kenapa bisa biki lebih mudeng gitu lho?
Responden 1 : nek misalnya dijelasin di depan nek misale suruh maju gitu tuh tau yang salah yang mana, terus harusnya gimana tau
Peneliti : soalnya selalu dapet feedback ya?
Responden 2 : iya
Peneliti : jadi kalo role play kalian tau salahnya dimana dan kurangnya dimana ya. Kalau kalian sudah dapat feedback apa yang akan kalian lakukan dengan feedback tersebut?
Responden 3 : langsung diperbaiki, di improve
Peneliti : oke jadi kalu akan improve yaaaa. Sekarang miss nanda Tanya apa saja kesulitan kalian dalam belajar bahasa inggris menggunakan role play?
Responden 4 : susah ngafalinnya sih, kadang – kadang lupa .
Peneliti : susah ngafalinnya sih, kadang – kadang lupa ya, kalau yang lain gimana?
responden 1 : kadang harus berani.
Peneliti : jadi harus berani ya kalau mau role play? Kalau nggak berani gimana?
45
Peneliti : Kalau yang cowok kenapa? Itu Marcello ayo jawab. Apa kesulitanmu dalam belajar bahasa inggris itu apa?
Responden 2 : podo koyo iki, nek ngapalin tuh kadang - kadang lupa.
Peneliti : kan role play proses untuk kalian perform role play itu butuh proses yang agak lama kan ya? Nah kalian pernah drama nggak?
Responden 3 : pernah
Peneliti : pakai property gitu gak?
responden 2 : iya pakai, lha itu termasuk kesulitan kalian nggak sih untuk menyiapkan properto drama?
responden 3 : susah
Responden 4 : susah
Peneliti : susahnya kenapa coba? responden 3 : susah cari bahannya.
Peneliti : kalau kalian role play drama itu naskahnya kalian bikin sendiri atau cari diinternet?
Responden 1 : bikin bareng - bareng.
Peneliti : susah nggak kalao bikin bareng – bareng ?
Responden 3 : agak susah si kadang soalnya ada yang mainan
Responden 2 : kadang ada yang bisa bikin ada yang enggak
Responden 4 : ada yang Cuma mainan
Responden 1 : pemikirannya juga berbeda beda
Peneliti : jadi kadang ada yang bisa dan nggak bisa yaaa, terus pikirannya berbeda ya bikin susah? Sulit ya untuk membuat suatu naskah yang bagus bareng – bareng gitu?
Responden 2 : iyaa miss.
46
Responden 3 : soalnya sudah selalu dikasih contoh
Peneliti : soalnya dikasih contoh, terus apa lagi novi?
Responden 2 : terus langsung di praktekan.
Peneliti : terus apa lagi coba?
responden 4: terus jadi gak cepet lupa gitu. Soalnya sudah langsung ngelakuin kan jadi inget.
Peneliti : oke jadi kamu bisa cepet inget ya kalau pakai role play. Kalau fen fen gimana?
Responden 1 : mmmmmm apa ya soalnya kalo udah maju gitu walaupun pertama itu malu kalo udah maju tu lega kan seneng terus jadi inget.
Peneliti : jadi kaya seperti Lauren lah ya, kalo sudah role play jadi kita inget. Soalnya kalian sudah bener – bener ngelakuin itu ya.
Responden 1 ; iya karena itu jadi sudah bisa
Peneliti : jadi bisa dibilang kalau role play itu sebagai bantuan buat kalian untuk mengingat suatu materi?
Responden 1,2,3,4 : iyaaa gitu
Peneliti : terussss apa lagi ya, kalau kalian suruh milih kalian suka role play atau yang Cuma dijelasin pakai catetan?
responden 1 : oiya role play
Responden 2 : kalau nyatet nggak mudeng
Responden 3 : kadang jadi nggak jelas kalo nyatet aja
Peneliti : materi paling susah menurut kalian apaa?
Responden 4 : jam
Responden 1 : bahasa inggris atau apa?
Peneliti : bahasa inggris
Responden 1 : jam
47
Peneliti : itu ya yang half, a quarter itu ya. Itu kalian kira – kira kalau diajarin jam pakai role play itu seneng gak? Bisa cepet mudeng nggak?
Responden 2 : lumayan lah ya
Responden 3 : kayaknya bisa
Responden 1, 4 : bisaa
