i ABSTRACT
Sanditya, Ignatius Martino (2014). Students’ Perceptions on the Use of Role Play for XI Grade Students of Tourism Department in SMK Negeri 7 Yogyakarta.
Yogyakarta: Sanata Dharma University.
The aim of this research is to investigate and identify the students’ perceptions on the use of role play to increase students’ speaking ability for XI grade class students of Tourism department in SMK Negeri 7 Yogyakarta. There were two research questions in this research. Those were; 1) How was the implementation of role play for grade XI students of Tourism Department? 2) What are the students’ perceptions on the use of role play for XI grade students of Tourism Department?
This research was a mixed research method between qualitative and quantitative research method. As the research instruments, the researcher used an observation sheet and questionnaires. The researcher also conducted an interview with 11 respondents that consisted of 10 students and an English teacher. The interview was held to get detail information. There were ten questions which were used in the interview.
Based on the result of the data, there were two conclusions. The first conclusion was about the implementation of role play. Based on the result of observation, it could be concluded that role play was implemented well in the class. On the previous meeting before the role play performance, the teacher gave some explanation about the scoring criteria which were used in role play. The teacher also divided the class into several groups. Every group had two to three members. The topic which was used in role play was about guest handling and giving direction. The second conclusion was that the students had positive perceptions about the use of role play. The use role play as one of learning activity gave positive impact for the students. Role play helped the students to improve their speaking ability and their self-confidence.
Finally, there are some suggestions for the English teacher, the XI grade class students of Tourism department, and the future researchers. For the English teachers in SMK Negeri 7 Yogyakarta, the researcher hopes that the teacher can give clearer instruction than before. It makes the students become more understand about what should the do to prepare their performance. For the XI grade students of Tourism Department. The researcher hopes that the students have enough time to prepare everything before they have their performances. For the future researchers, the researcher hopes that the future researcher have enough time to prepare everything related to this research.
ii ABSTRAK
Sanditya, Ignatius Martino (2014). Students’ Perceptions on the Use of Role
Play for XI Grade Students of Tourism Department in SMK Negeri 7 Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Penelitian ini bertujuan untuk meneliti dan mengetahui tentang persepsi para siswa terhadap penggunaan role play untuk meningkatkan kemampuan berbicara para siswa kelas XI jurusan Pariwisata di SMK Negeri 7 Yogyakarta. Dalam penelitian ini, ada dua pertanyaan yang menjadi pembahasan, yaitu: 1) Bagaimana penerapan role play di dalam kelas? 2) Apa persepsi para siswa terhadap penggunaan role play di kelas XI Pariwisata?
Penelitian ini merupakan penelitian gabungan antara kuantitatif dan kualitatif. Peneliti menggunakan lembar observasi dan kuesioner sebagai instrumen yang digunakan dalam penelitian. Peneliti juga melakukan wawancara terhadap sebelas orang responden yang terdiri dari sepuluh orang siswa dan satu orang guru bahasa Inggris. Wawancara dilakukan untuk memperoleh berbagai macam informasi lebih jauh yang berkaitan dengan penelitian. Jumlah pertanyaan yang diajukan dalam wawancara adalah sebanyak tujuh pertanyaan.
Berdasarkan data yang diperoleh dari observasi, kuesioner, dan wawancara, ada dua kesimpulan. Yang pertama adalah berdasarkan hasil observasi, dapat diketahui bahwa role play sudah diterapkan dengan baik di dalam kelas. Pada pertemuan sebelum role play dimulai, guru memberikan penjelasan mengenai aspek-aspek yang dinilai pada role play. Guru juga membagi siswa di dalam kelas ke dalam beberapa kelompok. Tiap kelompok beranggotakan dua sampai tiga orang. Topik yang digunakan dalam role play adalah tentang guest handling dan giving direction. Kedua, semua siswa memiliki persepsi yang positif terhadap penggunaan role play untuk meningkatkan kemampuan berbicara menggunakan bahasa Inggris bagi para siswa. Penggunaan role play memberikan pengaruh yang positif bagi para siswa. Role play membantu para siswa untuk mengembangkan kemampuan berbicara bahasa Inggris dan meningkatkan rasa percaya diri mereka.
Pada akhirnya, ada beberapa saran yang ditujukan pada guru bahasa Inggris di SMK Negeri 7 Yogyakarta, para siswa kelas XI Pariwisata, dan para peneliti selanjutnya. Untuk guru bahasa Inggris kelas XI Pariwisata, diharapkan untuk memberi instruksi yang lebih jelas pada para siswa agar mereka lebih memahami apa yang harus mereka siapkan untuk role play. Bagi para siswa kelas XI Pariwisata, diharapkan agar memiliki waktu yang cukup untuk melakukan persiapan sebelum penampilan mereka di kelas. Bagi peneliti berikutnya, diharapkan agar memiliki waktu yang melakukan persiapan yang lebih baik lagi dan menambah jumlah responden yang dipilih.
i
STUDENTS’ PERCEPTIONS ON THE USE OF ROLE PLAY FOR XI GRADE STUDENTS OF TOURISM DEPARTMENT IN
SMK NEGERI 7 YOGYAKARTA
A SARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana PendidikanDegree
in English Language Education
By
Ignatius Martino Sanditya
Student Number: 101214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Sanditya, Ignatius Martino (2014). Students’ Perceptions on the Use of Role Play for XI Grade Students of Tourism Department in SMK Negeri 7 Yogyakarta. Yogyakarta: Sanata Dharma University.
The aim of this research is to investigate and identify the students’ perceptions on the use of role play to increase students’ speaking ability for XI grade class students of Tourism department in SMK Negeri 7 Yogyakarta. There were two research questions in this research. Those were; 1) How was the implementation of role play for grade XI students of Tourism Department? 2) What are the students’ perceptions on the use of role play for XI grade students of Tourism Department?
This research was a mixed research method between qualitative and quantitative research method. As the research instruments, the researcher used an observation sheet and questionnaires. The researcher also conducted an interview with 11 respondents that consisted of 10 students and an English teacher. The interview was held to get detail information. There were ten questions which were used in the interview.
Based on the result of the data, there were two conclusions. The first conclusion was about the implementation of role play. Based on the result of observation, it could be concluded that role play was implemented well in the class. On the previous meeting before the role play performance, the teacher gave some explanation about the scoring criteria which were used in role play. The teacher also divided the class into several groups. Every group had two to three members. The topic which was used in role play was about guest handling and giving direction. The second conclusion was that the students had positive perceptions about the use of role play. The use role play as one of learning activity gave positive impact for the students. Role play helped the students to improve their speaking ability and their self-confidence.
Finally, there are some suggestions for the English teacher, the XI grade class students of Tourism department, and the future researchers. For the English teachers in SMK Negeri 7 Yogyakarta, the researcher hopes that the teacher can give clearer instruction than before. It makes the students become more understand about what should the do to prepare their performance. For the XI grade students of Tourism Department. The researcher hopes that the students have enough time to prepare everything before they have their performances. For the future researchers, the researcher hopes that the future researcher have enough time to prepare everything related to this research.
vii
ABSTRAK
Sanditya, Ignatius Martino (2014). Students’ Perceptions on the Use of Role Play for XI Grade Students of Tourism Department in SMK Negeri 7 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Penelitian ini bertujuan untuk meneliti dan mengetahui tentang persepsi para siswa terhadap penggunaan role play untuk meningkatkan kemampuan berbicara para siswa kelas XI jurusan Pariwisata di SMK Negeri 7 Yogyakarta. Dalam penelitian ini, ada dua pertanyaan yang menjadi pembahasan, yaitu: 1) Bagaimana penerapan role play di dalam kelas? 2) Apa persepsi para siswa terhadap penggunaan role play di kelas XI Pariwisata?
Penelitian ini merupakan penelitian gabungan antara kuantitatif dan kualitatif. Peneliti menggunakan lembar observasi dan kuesioner sebagai instrumen yang digunakan dalam penelitian. Peneliti juga melakukan wawancara terhadap sebelas orang responden yang terdiri dari sepuluh orang siswa dan satu orang guru bahasa Inggris. Wawancara dilakukan untuk memperoleh berbagai macam informasi lebih jauh yang berkaitan dengan penelitian. Jumlah pertanyaan yang diajukan dalam wawancara adalah sebanyak tujuh pertanyaan.
Berdasarkan data yang diperoleh dari observasi, kuesioner, dan wawancara, ada dua kesimpulan. Yang pertama adalah berdasarkan hasil observasi, dapat diketahui bahwa role play sudah diterapkan dengan baik di dalam kelas. Pada pertemuan sebelum role play dimulai, guru memberikan penjelasan mengenai aspek-aspek yang dinilai pada role play. Guru juga membagi siswa di dalam kelas ke dalam beberapa kelompok. Tiap kelompok beranggotakan dua sampai tiga orang. Topik yang digunakan dalam role play adalah tentang guest handling dan giving direction. Kedua, semua siswa memiliki persepsi yang positif terhadap penggunaan role play untuk meningkatkan kemampuan berbicara menggunakan bahasa Inggris bagi para siswa. Penggunaan role play memberikan pengaruh yang positif bagi para siswa. Role play membantu para siswa untuk mengembangkan kemampuan berbicara bahasa Inggris dan meningkatkan rasa percaya diri mereka.
Pada akhirnya, ada beberapa saran yang ditujukan pada guru bahasa Inggris di SMK Negeri 7 Yogyakarta, para siswa kelas XI Pariwisata, dan para peneliti selanjutnya. Untuk guru bahasa Inggris kelas XI Pariwisata, diharapkan untuk memberi instruksi yang lebih jelas pada para siswa agar mereka lebih memahami apa yang harus mereka siapkan untuk role play. Bagi para siswa kelas XI Pariwisata, diharapkan agar memiliki waktu yang cukup untuk melakukan persiapan sebelum penampilan mereka di kelas. Bagi peneliti berikutnya, diharapkan agar memiliki waktu yang melakukan persiapan yang lebih baik lagi dan menambah jumlah responden yang dipilih.
viii
ACKNOWLEDGEMENTS
First of all, I would like to give all my greatest thankfulness to Lord Jesus
Christ for His blessing and the greatest love so that I can complete this thesis. I
realize that without His blesses, I could not complete this thesis. I would like to
thank my advisor, F.X. Ouda Teda Ena, S.Pd., M.Pd., Ed.D., who spent the
time to guide me so that I can finish my thesis.
My thankfulness also goes to SMK Negeri 7 Yogyakarta, especially to
Diana Sukartiningsih, S.Pd, as the English teacher who has allowed me to
conduct research in her class and to the XI grade students of Tourism department
for the willingness to be my respondents. My special gratitude goes to my beloved
family, especially to my beloved parents Drs. Agustinus Susanto, M.Pd and
Yovita Maria Yuniastuti S.Pd, and my lovely sister Angela Christa Meydita
for the love, support, and the great spirit for me so that I can finish my study. I
also want to thank my beloved girlfriend, Khatarina Aprilia Susilomurtifor the
love, support, and advice so that I can complete my thesis.
I would like to thank my best friends: Albertus Eko, Afri Dita, Friska
Dita, Maria Dea Wrestiningtyas, Yanuari Christyawan, Nanda, and Vita for
the help and support. My next gratitude goes to Probo Adi Yuniawan for helping
me to process my data and to Stefanus Dio and Mbak Detta for their help and
ix
I would also like to express my great appreciation to all lecturers and
secretariat staff of the English Language Education Study Program, the secretariat
staff of the Faculty of Teachers Training and Education, and the library staff of
Sanata Dharma University. I thank them for their help and services during my
study.
Finally, I want to express my gratitude to all people and my friends that I
cannot mention here one by one. I am so thankful for their help, support, and
suggestions.
xi
CHAPTER III. METHODOLOGY 23
3.1 Research Method ……….………... 23
3.2 Research Setting ….………. 24
3.3 Research Participants …….……….. 24
3.4 Research Instruments and Data Gathering Technique……….. 25
3.4.1 Observation ……….….………... 25
3.4.2 Questionnaire ……….. 25
3.4.3 Interview ………. 27
3.5 Data Analysis Technique ……….. 28
3.6 Research Procedures ………. 30
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 31
4.1 Research Results …....……… 31
4.1.1 The Implementation of Role play ……… 31
4.1.2 Students’ Perceptions on the Use of Role Play …...……….. 34
4.2. Discussion ……….……....……... 38
4.2.1 The Implementation of Role play ………….. 39
4.2.2 Students’ Perceptions on the Use of Role Play .……….….. 40
CHAPTER V. CONCLUSIONS AND SUGGESTIONS 47
5.1 Conclusions ………... 47
5.2 Suggestions ………... 49
REFERENCES ……… 51
xii
LIST OF FIGURES
Tables Page
4.1 Students’ Perceptions on the Use of Role play ……….. 41
4.2 The Advantages of Role play ………. 42
xiii
LIST OF TABLES
Tables Page
4.1 Students’ Perceptions on the Use of Role play ………. 41
4.2 The Advantages of Role play ………... 43
4.3 The Implementation of Role play ……….… 45
xiv
APPENDICES Page
APPENDIX A
A.1 Permission Letter for the Headmaster of
SMK Negeri 7Yogyakarta ………...…………... 55
A.2 Research Letter from SMK Negeri 7 Yogyakarta…………...……... 56
APPENDIX B B.1 Observation Sheet ………...………….. 58
B.2 Student’s Questionnaire ………...………. 60
B.3 Raw Data of Students’ Questionnaires ………...……….. 62
B.4 Samples of the Questionnaire ………...…………. 66
B.5 Students’ Interview Guideline ………...………… 68
1 CHAPTER I
INTRODUCTION
This research investigated the students’ perceptions on the use of role play
to increase students’ speaking ability in SMKN 7 Yogyakarta grade XI of
Tourism Department. This chapter consisted of five parts. They were research
background, problem limitation, research objectives, research benefits, and
definitions of each term.
1.1 Research Background
Language and communication are two things that are interrelated one to
another. It is also one of the important elements which is used in the modern era.
Language plays a very important role in communications. These days many
people are required to be able to learn, master and use a variety of languages
other than their own language in order to be able to compete with the many people
who come from other countries. By realizing these things, and in order to equip
the young generation to have a high skill to compete with the other international
society, many schools in this country equip their students with many knowledge
such as science, social, language especially in foreign language.
As one of the education institutions, vocational education and the teacher
should be able to provide the learning materials with some creative learning
techniques. The teaching technique should be suitable to be implemented for the
students in particular education level. As stated by Kotsikis in Mortaki (2012),
vocational education is an education system which includes every form of
related to a certain profession such as art or employment, which is provides the
necessary training and the appropriate skills as well as technical knowledge. So
that the students are able to exercise a profession such as art or activity,
independently of their age and their training level
As an education system, vocational education also has some objectives or
goals in the end of the education process. According to Wahyudin (2008) the
objectives of vocational education, are to prepare students in entering the
employment, to develop students’ professional skills, to prepare students in
selecting their career, to instill the ability of performing competiton and
development independently and to foster a national workforce in order to meet the
manpower needs of business and industry.
Based on those objectives of vocational education, the Minister of
Education and Culture of Indonesia should be able to provide a curriculum which
is suitable for the vocational education system in Indonesia. According to Maknun
(2014) the content of curriculum should focus on and able to be coordinating
between ideas, problems, and themes which are broader, more complicated, and
deeper than the other curriculum.
The curriculum of vocational high school, as written in Permendiknas No. 22 Tahun 2006 about standard of content for each education unit, the major subjects of vocational high school should include the religion subject, civics
education, science education, social education, mathematic, art and culture,
Indonesian Minister of Education and Culture, English should be taught as one of
the major subjects which have the same level as other vocational subjects.
There are four skills that are usually taught by the teacher during the
English learning process. They are reading skill, listening skill, writing skill, and
speaking skill. The teacher should be able to master those four skills. However
during the learning process, teachers sometimes see some difficulties to mastering
and teach those four language skills. It is difficult for the teachers to decide what
kind of methods and techniques which can be used in the class appropriately.
As one of the educational institutions in Yogyakarta, SMK Negeri 7 also faced many problems related to the language learning process. The problem do
not only come from the students, but also the teachers. The teachers should be
able to see what kind of problems which usually occur in the class. Those
problems force the teachers to be able to see the problems carefully.
The first problem is that the students usually cannot sustain spoken
interaction beyond short segments. The second problem is that the students have
lack number of vocabulary and communication strategy. The third problem is that
the students also have poor pronunciation and grammar. In this case, the teacher
played an important role. The teacher should provide enough time to make the
students have good pronunciation. The last problem is that the students sometimes
feel that their speaking do not sound natural. It will make the students speak
slowly, because it takes so long time to compose their speaking sentences.
Sometimes the teachers only blame the students when the teachers know
have to teach speaking skill. In this case the teachers have to realize that there is
something else which makes the students cannot reach the learning goals which
had been expected by the teachers. According to Richards (2014), there are
several factors which make the students have poor speaking skills. The first
reason is lack of curriculum emphasis on speaking skills. Government usually
designs the curriculum just to prepare the students to be ready for the final
examination. It makes the teachers only focus to written materials. The teachers
do not realize that those four skills should be taught to the students. For this
reason, both of the government and the teacher should be able to create a
curriculum design which can cover those four skills.
The second reason is about the teachers’ limitation on English proficiency.
For this reason, the teacher should be able to improve their skills on English
proficiency by join some training programs. By joining some training programs
which is related to English proficiency, the teachers are expected to improve their
English proficiency more.
The third reason is that the students do not have enough opportunities
outside the class to practice. On this reason, the teachers and the schools should be
able to create a program which can give enough opportunities for the students to
have speaking practice to improve their speaking skills.
The fourth reason is about the class conditions do not support oral
activities. In this case, the teacher should be able to create a good class conditions
to support students’ oral activities. The last reason is about the examination
teachers are forced to be able to create an examination system which is emphasize
not only written skills, but also listening and oral skills.
As a facilitator, the teacher should pay attention to some factors which can
influence the learning process. There are some important factors that may
influence the learning atmosphere, such as the use of teaching techniques,
students’ perceptions about teaching methods and techniques that used by the
teacher, students’ learning motivation in a teaching and learning process, there are
some techniques that can be used by the teacher, in language learning, such as
using video, games, and role play. However it is not easy for the teachers to
decide which technique that can be used appropriately in a class, because each
methods and techniques have their own characteristics with their own strength and
weaknesses.
The teacher also should be able to choose a suitable teaching technique
which can be used in the class. In this case, the teacher decided to use role play as
one of the teaching techniques. The teacher decided to use role play because role
play is a suitable teaching technique and teaching activity which can be used for
XI grade class students of Tourism Department in SMK Negeri 7 Yogyakarta. Role play can help the students to develop their speaking fluency in their real life.
1.2 Research Question
Based on the explanation above, the researcher formulated the following
research questions:
1. How was the implementation of role play in XI grade class of Tourism
2. What are the students’ perceptions on the use of role play?
1.3 Problem Limitation
In the English learning process, teachers sometimes find some difficulties
during the learning process and learning activities, especially when the teacher
asked the students to have a conversation with their classmate by using the target
language. It is not an easy problem to solve because students do not have many
chances to speak in the target language (English) in their daily conversation. To
solve and anticipate this problem, teachers should be able to use certain language
teaching technique to teach the students, especially in teaching speaking skill
Technique is more applicable than method and approach (Richards and
Rodgers, 1986). In language learning process, there are some techniques which
are usually used by the teacher, such as role play, video, debate and discussion,
games, etc. However there are some techniques and methods that can be used on
language learning process, people cannot claim that one method or technique is
the best one, and the other is bad, because people now live in post-method era.
Students of XI grade of Tourism department in SMKN 7 Yogyakarta are
expected to be able to speak in foreign language. Based on that expectation, role
play technique is chosen to be used during the learning process to increase
students’ speaking ability. By using role play, students are expected to train
themselves to be more confidence and they will get more chance to speak using
target language, because they are forced by the situation that force them to speak
Based on those explanations, the researcher focuses on the students’
perceptions on using role play for students XI grade of Tourism department. The
research took place in XI grade class of Tourism Department in SMKN 7 Yogyakarta. The researcher chose the class because during the learning process, the teacher sometimes used role play for one of the teaching activities.
1.4 Research Objective
Based on the problem formulation, the researcher wanted to find out the
implementation on the use of role play in the class and the students’ perceptions
about the effect of using role play for XI grade class students of Tourism
Department in SMK Negeri 7 Yogyakarta. 1.5 Research Benefits
From this research, the researcher expects that the result of the research
give some benefit not only for the students of XI grade class of Tourism
department in SMK Negeri 7 Yogyakartaand the English teachers.
For the Students of XI Grade of Tourism Department, the researcher hopes
that this research gives positive impact to the students of Tourism department
grade XI in SMK Negeri 7 Yogyakarta. So that the students will have a good understanding about the positive impact of role play to their study in Tourism
Department of SMK Negeri 7 Yogyakarta and they have high motivation in the learning process. It makes the students get maximum achievement and to increase
For the English teachers in SMK Negeri 7 Yogyakarta, the researcher hopes that by knowing the students’ perceptions on the use of role play, the
English teacher are expected to develop the role play technique for the teaching
strategy to improve the students’ achievements. So that if the students do not have
a good perception about the use of role play for the learning strategy, then the
teacher should make it more interesting for the students.
1.6 Definition of Terms
In order to avoid misunderstanding on this research, the researcher gives
some definitions of the terms.
1.6.1 Perception
It is not easy to define the real meaning of perception, because there are
some definitions from some different experts based on different point of view.
According to Huffman (1997), perception is a process of selecting, organizing,
and interpreting sensory data into useful mental representations of the world.
According to Robbins (2005), perception is a process by which individual
organize and interpret their sensory impression in order to give a meaning to their
environment. It means that people cannot force their perception to the other
because it depends on someone perception about something whether it is good or
bad. Perception is about someone’s interpretation about something.
1.6.2 Speaking
In the language learning process, there are four skills that are usually
listening. This research wanted to define what speaking is. There are some
definitions about speaking. According to Nunan (2003), speaking is a productive
oral skill which consists of producing systematic verbal utterances to convey
meaning. According to Paulstan and Bruder (1976), speaking is defined as a
competency to communicate in the target language.
From those two definitions, it can be concluded that speaking is a
production skill to be used in a particular language orally. This can be one of the
goals of language learning process that the students have to be able to produce or
use a particular language orally.
1.6.3 Role Play
According to Livingstone (1983), role play is a classroom activity which
gives the students the opportunity to practice the language they may need outside
the classroom. Role Play can be an effective technique to create the teaching and
learning atmosphere to become more interesting. According to Lucatoni (2002),
role play can be very enjoyable for learners and provide excellent opportunities
for using language in real life situations. It helps students to develop their
speaking fluency in their real life. According to Larsen and Freeman (1986), role
play is an important thing in the communicative approach because it gives
students an opportunity to practice communicating different social contexts and
10 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. The first part is theoretical description
and the second part is theoretical framework. The theoretical description provides
some important concepts related to the research. Those concepts are: perception,
factors that affect someone in making perception, speaking, role play and
vocational high school. In the other part of the research, the researcher also
provides the theoretical framework which consists of summary from some
theories which were used to solve the research problems.
2.1 Theoretical Description
This part discusses some important theories related to the research. The
research is about students’ perceptionss on the use of role play to increase
students’ speaking ability for XI grade students of tourism department in SMK
Negeri 7 Yogyakarta. There are some related theories that want to be discussed.
The theories are Perception, Factors that affect someone in making perception,
Speaking, Role Play and Vocational High School.
2.1.1. Perception
According to Huffman (1997), perception is a process of selecting,
organizing, and interpreting sensory data into useful mental representations of the
world. Robbins (2001) stated that perception is a process by which individual
environment. Worchel and Shebilske (1998) defined perception as a process of
interpreting information. Altman, Valenzi, and Hodgetts (1985) defined
perception as the way stimuli are selected and grouped by a person, so that they
can be meaningfully interpreted. Perception is a person’s view of reality.
From those definitions, perception can be defined as a personal cognitive
process of interpreting information about something. Perception is about personal
opinion and belief. People cannot force their own perception about something to
other person, because it depends on someone opinion, interpretation, and belief
about something.
2.1.2. Factors of Perception
Donnelly, Gibson, and Ivancevich (1985) stated that each person can ‘see’
the same thing in different ways. According to Donnelly, Gibson, and Ivancevich
(1985), there are six factors which can affect someone in making their own
perception. Those six factors are stereotyping, self-concept, situation, selectivity,
emotions, and needs.
2.1.2.1 Stereotype
The first factor is stereotype. There are some definitions about stereotype.
According to Lippmann (1992), stereotype comes two from Greek words. Those
two words were stereosand tupos. Stereosmeans solid and tuposmeans image or impression. Based on those statements, stereotype is defined as a solid printing
Hilton and Von Hippel in Khan and Benda (2012), stereotype is defined as
the characteristics, attributes, and behaviors of members of certain groups.
According to Mackie and Hamilton (1993), stereotype is defined as relatively
fixed and oversimplified generalization about groups or class of people or
something new that someone never knows before. Donnelly, Gibson, and
Ivancevich (1985) defined stereotype as a set of beliefs about the characteristics of
people or something new in a particular group that is generalized to all members
of the group. Stereotype can be negative or positive. It depends on personal’s
perspective and conception about something.
2.1.2.2 Self-concept
The second factor that affects someone to make their perceptions are
self-concept. According to Yahaya (2013), self-concept is defined as the totality of a
complex, organized, and dynamic system of learned beliefs, attitudes and opinions
that each person holds to be true about his or her personal existence. It is
important for us to know deeply about ourselves. As what Donnelly, Gibson, and
Ivancevich (1985) stated that by knowing oneself, it makes us easier to see others
accurately. If a person can know and understand him or herself successfully, it
will affect him or herself in making perception about something. Altman, Valenzi,
and Hodgetts (1985) defined self-concept as the way people feel and perceive
themselves. The way people see something affects their perceptions about
2.1.2.3 Situation
Situation is one of the important factors that affect someone in making
perception about something especially about learning process. As stated by
Donnelly, Gibson, and Ivancevich (1985) that situational factor here is about the
press of time, the attitudes of the people, and other situational factors which will
influence perceptual accuracy. That statement is supported by Kumar (2014).
Kumar stated that an effective learning situation is one in which all the essential
elements for promoting learning. It means that there is a relation between
situation, perception, and students’ learning activity in the class. The teacher
should be able to create an interesting learning situation by using any kinds of
teaching techniques. By creating an interesting learning activity, it will make the
students have positive perception about the learning process in the class.
2.1.2.4 Selectivity
The other factor which can influence people to make perception is
selectivity. People have an ability to catch all the information, but the people
cannot use all of the information. People should be able to select what kind of
information which can support their viewpoints. It is supported by Gibson,
Ivancevich, and Donnely (1985). They stated that people tend to ignore some
information or cues that can make them discomfort. In this case, teachers may
give information to the students as much as they can. However, the students
2.1.2.5 Need
The other factors which can influence people to make their perception is
need. Gibson, Ivancevich, and Donnely (1985) stated that perceptions are
significantly influenced by needs and desires. In the learning process, the learners
will learn what they want to be learned. Teachers should be able to know the
students’ needs. Teachers should be able not only to create a creative teaching
technique, but also a learning material which is suitable for the students’ need.
Those two things will affect the students’ perceptions about the learning process.
If the teacher can create a creative learning material which is suitable with the
student’s need, it will make the students have positive perception about the
learning process.
2.1.2.5 Emotion
The last factor which can influence people to make their perception is
emotion. Emotion plays an important role in shaping someone’s perception. That
is supported by Gibson, Ivancevich, and Donnelly (1985). They stated that a
strong emotion can make a person create a negative or positive perception. In the
learning process, the teacher should be able to make a good learning atmosphere
for the students. If the teacher can create a good learning atmosphere, the students
will have a good emotion to enjoy the learning process. If the students can enjoy
2.1.3 Speaking
In the language learning process, there are four skills which are usually
taught by the teachers. Those four skills are reading, speaking, writing, and
listening. Mastering speaking skill is a must not only for the teacher but also for
the foreign language learners. As what had stated by Richards (2008) that the
succeed measurement of foreign language learning process can be measured from
how well the students can improve their speaking skill. According to Nunan
(2003), speaking is a productive oral skill which consists of producing systematic
verbal utterances to convey meaning. According to Paulstan and Bruder (1976),
speaking is defined as a competency to communicate in the target language.
Richards (2008) stated that there are three functions of speaking, they are
speaking as interaction, speaking as transaction, and speaking as performance.
According to Richards (2008), speaking as interaction is defined as a
conversation. It describes interaction that serves a primarily social function, such
as greetings, telling someone about our past experiences, and so on. The focus of
this function is how the speakers wish to present themselves to each other rather
than on the message that want to be delivered. It means that this function plays a
social role.
The other function of speaking is as a transactional process. According to
Richards (2008), it refers to situations where the focus is on what is said or done.
The focus of this function is might be different from the previous function. On the
previous function, speaking as interaction is focused on how to build a social role
how well the speakers deliver the message to the addressee. It means that the main
focus of this function is on the message not on the participants.
The last function of speaking skill is as a performance. According to
Richards (2008), this function refers to public speech. It means that this function
wants to build the public speaking skills of the speakers. This function is focused
on the content of the message which wanted to be delivered by the speakers to the
audiences, and the audience itself.
2.1.4 Role Play
Role play is one of the teaching techniques which can be used in language
learning process, especially in English learning process. There are some
definitions about role play based on experts’ opinion. According to Livingstone
(1983), role play is a classroom activity which gives the students the opportunity
to practice the language they may need outside the classroom. Role Play can be an
effective technique to create the teaching and learning atmosphere become more
interesting. According to Lucatoni (2002), role play can be enjoyable for learners
and provide excellent opportunities for using language in real life situations. It
helps students to develop their speaking fluency in their real life. According to
Larsen and Freeman (1986), role play is an important thing in the communicative
approach because it gives students an opportunity to practice communicating
different social contexts and roles. As what had been stated by Doff (1990), that
role play is a way to bring some situations from the real life into the classroom
Doff (1990) also explained some benefits about the use of role play as a
teaching technique and classroom activity. These are some benefits of the use of
role play as a teaching technique and classroom activity according to Doff (1990).
The first benefit of role play is that role play is a fun technique. The second
benefit is that role play allows the students to have some experiments with
language they have learned. The students will have a chance to apply some kind
of expressions which is usually used in target language conversation.
The third benefit is that role play provides a special opportunity to go
beyond what has been taught in class and to draw on the full range of their
language competencies. It gives the students a great chance to apply what they
have learned in the class. The students also can make some improvements in their
role play performances. The fourth benefit is that role play engages the learner
physical activity. By having role play as a learning activity in the class, it forced
the students to have some kind of physical activities. When the students have their
role play performances, they have to act as the role that they are played.
The next benefit is that role play provides a context for understanding
attitudes, expectations, and behavior related to the target culture. Before the
students have their performances, they have to understand the culture background
of their role. By understanding the culture background of their role in the role
play, the students are expected to be able to have a good role play performance.
The other benefits is that role play allows students to express who the students
are, students’ sense of humors, and the students’ personal communication style.
themselves freely. The students are free to build up their expressions and their
communication style during their performances. The last benefit is that role play
offers good listening practice.
2.1.4 Vocational High School
Vocational high school is one of two forms of vocational education.
According to Kotsikis in Mortaki (2012), vocational education is the form of
education that aims to the acquirement of qualifications related to a certain
profession such as art or employment or provides the necessary training and the
appropriate skills as well as technical knowledge. So that the students are able to
exercise a profession, art or activity, independently of their age and their training
level, even if the training program contains also elements of general education.
According to Mulyadi (2009), the term vocational education in Indonesia
was born with the same basic idea as same as in other country. The aim of
vocational high school based on Permendiknas No 6 tahun 2006 are to increase intelligence, knowledge, the identity, the nobel moral, as well as participants’ skill
educated to live independent and followed education further in accordance with
the program Vocational Education.
In this case, the vocational school students are prepared to be ready to
enter the labor market. As what Mayan and Nicodemo (2013) have stated on their
paper that young people can enter the labor market with vocational high school. It
means that vocational school students are more ready to enter labor market rather
than senior high school students. Because senior high school students are prepared
2.1.5 Theoretical Framework
In this research, the researcher wanted to investigate about the students’
perception on the use of role play for XI Grade students of Tourism Department in
SMK Negeri 7 Yogyakarta. According to Glynn (2005), there is a relationship
between the positive perception of the students and the learning motivation. Glynn
(2005) stated that in a learning process, a good perception about something new is
very important. If the students have a good perception during the learning process,
they will have big motivation to learn something new. To make an enjoyable
learning process, the teacher should be able to create or chooses one of the
interesting learning activities. Before creating the learning activity, the teacher
should be able to understand about the students’ need.
Based on the theory of perception, there are six factors which affect people
to make their perceptions. Those six factors are stereotype, self-concept, situation,
selectivity, emotions, and needs. According to Gibson, Ivancevich and Donnely
(1985), one of the factors which is affected someone to make their perceptions is
need. Gibson, Ivancevich and Donnely (1985) stated that perceptions are
significantly influenced by needs and desires. The teachers should pay attention to
the students’ need. Teachers also should be able to create not only the creative
teaching activities, but also the learning materials which are suitable with the
students’ need.
Role play can be one of the learning activities which can be used in the class.
Role play can be an effective technique which can make the teaching and learning
students. Larsen and Freeman (1986) stated that role play gives an opportunity to
the students to practice communicating in different social contexts and roles. It is
supported by Lucatoni (2002). Lucatoni (2002) stated that role play can help the
students to develop their speaking fluency in their real life. In this research, the
researcher finds a fact that role play is a suitable teaching technique which can be
implemented as a learning activity.
Doff (1990) also gives some explanations about the benefits of using role
play as a learning activity in the class. The first benefit of role play is that role
play is a fun technique. The second benefit is that role play allows the students to
have some experiments with language they have learned. The students will have a
chance to apply some kind of expressions which is usually used in target language
conversation.
The third benefit is that role play provides a special opportunity to go beyond
what has been taught in class and to draw on the full range of their language
competencies. It gives the students a great chance to apply what they have learned
in the class. The students also can make some improvements in their role-play
performances. The fourth benefit is that role play engages the learners’ physical
activity. By having role play as a learning activity in the class, it forced the
students to have some kind of physical activities. When the students have their
role-play performances, they have to act as the role that they are played.
The next benefit is that role play provides a context for understanding
attitudes, expectations, and behavior related to the target culture. Before the
of their role. By understanding the culture background of their role in the role
play, the students are expected to be able to have a good role-play performance.
The other benefits are that role play allows students to express who the students
are, students’ sense of humors, and the students’ personal communication style.
As one of the teaching techniques, role play allows the students to express
themselves freely. The students are free to build up their expressions and their
communication style during their performances. The last benefit is that role play
offers good listening practice. Based on Doff’s (1990) theory about the
advantages of role play, it is hoped that role play can be an effective technique to
improve students’ speaking skill.
As one of the learning activities, role play should be able to make the
students have good experience about it. It can influence the students’ perceptions
on the use of role play as one of the learning activities. According to Gibson,
Ivancevich and Donnely (1985), there are six factors which can affect the people
to build their own perceptions. Those six factors are stereotype, self-concept,
situation, selectivity, emotions, and needs. It is important for the teacher to pay
attention on those six factors. The teacher should be able to make the students
have positive perception about the learning activities.
Glynn (2005) stated that there is a relationship between the positive
perception of the students and the learning motivation. If the students already
have positive perception during the learning process, they will have big
motivation to learn. In this research, the teacher should be able to make the
It is not an easy way to make the students have positive perceptions about
role play. Firstly, the teachers should pay attention to the six factors which
influence people to create their perceptions. Then, if the teachers have already
made the students to have positive perceptions, the students will have motivation
to improve their speaking skills. After the teachers know that the students already
have positive perceptions on the use of role play as one of the learning activities.
It will help the teachers to create good learning activities which are suitable to the
students’ needs. In this research, the researcher also used questionnaires and
conducted an interview to answered the first research question about the
implementation of role play for XI grade students of tourism department in SMK
Negeri 7 Yogyakarta and the second research question about the students’
perceptions on the use of role play for XI grade students of Tourism Department
CHAPTER III
METHODOLOGY
This chapter discusses about the method of this research. This chapter is
divided into seven parts. They are Method, Research Participants, Setting,
Research Instruments, Data Gathering Technique, Data Analysis Technique, and
Research Procedure.
3.1 Research Method
In this research, the researcher used mixed research methods. According to
Ary, Jacobs, and Sorensen (2010), mixed research method is a new research
methodology in which the same study uses both quantitative and qualitative
approach.
According to Ary, Jacobs, and Sorensen (2010), qualitative research
focused on the understanding of social phenomena from the perspective of the
human participants in natural settings. Denzin and Lincoln (2000) defined the
qualitative research as the qualities of entities, processes, and meanings that are
not experimentally examined or measured in terms of quantity, amount, intensity,
or frequency. The data collection methods which are usually used in qualitative
research method are observation, interview, and document analysis. In the other
side, the researcher also used quantitative research method. As stated by
Minchiello in McLeod (2008) that the concept of quantitative research was
concerned about discovering facts of social phenomena and it assumed a fixed and
conducted an interview to answered the first research question about the
implementation of role play for XI grade students of tourism department in SMK
Negeri 7 Yogyakarta and the second research question about the students’
perceptions on the use of role play for XI grade students of Tourism Department
in SMK Negeri 7 Yogyakarta.
3.2 Research Participants
The research participants on this research were the XI class students of
Tourism Department in SMK Negeri 7 Yogyakarta. The researcher took 31 XI grader students of Tourism Department in SMK Negeri 7 Yogyakarta.
In this research, the researcher used purposive sampling to get the
interviewee. According to Ary, Jacobs, Sorensen and Razavieh (2010) purposive
sampling is a non probability sampling technique in which subjects judged to be
representative of the population are included in the sample. The researcher took
12 students from 31 students in the class. Those 12 students were the
representatives of the students who had the most positive perception and the most
negative perception. So there were six students who have the most positive
perceptions and six students who had the most negative perception.
3.3 Research Setting
The researcher conducted the research on March 25th, 2014 in the second semester of the Academic Year of 2013-2014. The setting of the research was XI
3.4 Research Instrument and Data Gathering Technique
In this research, the researcher used three kinds of research instruments to
collect some datas related to this research. Those research instruments were
observation, questionnaire, and interview. After that the researcher conducted an
interview with the students and the English teacher.
3.4.1 Observation
The first technique was observation. Observation is the basic way to find
out some data in qualitative research. According to Stenhouse (1975), observation
is more than just looking or listening and it must in some ways to be selective.
The researcher also used a checklist to record the collected data. Ary, Jacobs,
Sorensen, and Razavieh (2010) defined a checklist as a simplest device that used
in qualitative research which is presenting a list of something that want to be
observed. During the observation, there were 15 aspects which had observed in
order to get some important supporting data.
Table 3.1. Observation Guidelines Observation Guidelines Class :
Date :
No Statements Yes No Notes
1 The teacher gave some explanations
before the students show their performance.
√
3.4.2 Questionnaire
The second technique and instrument was questionnaire. Questionnaire is
one of the research instruments which were used by the researcher to collect the
an instrument in which respondents provide written responses to questions or
mark items that indicate their responses.
There are two types of questionnaire. Those are open-ended and close
ended questionnaire. According to Foddy in Reja, Manfreda, Hlebec and Vehovar
(2003), there are some differences between open-ended and close-ended
questionnaire. One of the differences is that open-ended questionnaire allows to
express an opinion without being influenced by the researcher. In this research,
the researcher used the combination between open-ended and close-ended
questionnaire.
In this research, the researcher distributed a questionnaire to 31 students.
The questionnaire consists of some questions about the implementation of role
play in the class, the students’ perceptions on the use of role play, and the effect of
using role play for their speaking ability. The questionnaire which was used in
this research consisted of 22 questions. Those were 20 closed type questions, and
2 opened type questions. The closed type questions were used to make the
respondents easy when they have to fill it. The researcher divided the question in
the questionnaire into three parts. The first part was about the students’ opinion
about the use of role play. The second part was about the benefits on the use of
role play as a teaching technique. The last part was about the implementation of
role play in the class.
In this research, the researcher used Likert scale to evaluate the
questionnaire. According to Ary, Jacobs, Sorensen and Razavieh (2010), likert
topic by presenting a set of statements about the topic and asking respondents to
indicate for each whether they strongly agree, agree, are undecided, disagree, and
strongly disagree. The statements about the responds of the statements were
symbolized in numerical symbol which is represent the indicator of the responds
(1 stands for strongly disagree, 2 stands for disagree, 3 stands for undecided, 4
stands for agree, and 5 stands for strongly agree).
Table 3.2. Example of Questionnaire Form
No Statements 1 2 3 4
1 Role play is an interesting technique to be used in
a learning process.
In this research, the researcher measured the students’ perceptions whether
the perceptions strongly disagree, disagree, agree, or strongly agree by using
Likert scale. It was measured by statement which was given by the researcher.
The researcher omitted the undecided point in order to avoid misunderstanding
because it did not contribute any responses.
Table 3.3. Categories of Statement
No Categories of Statement Number of Statement
1. Students’ perceptions on the Use of Role play 1 – 5
2. The Advantages of Role play 6 – 14
3. The Implementation of Role play 15 – 20
3.4.3 Interview
Another research instrument which was used by the researcher was
interview. According to Ary, Jacobs, Sorensen and Razavieh (2010), interview is
a process of oral questioning of a subject. That was supported by to Bogdan and
Biklen in Hoepfl (1997). According to Bogdan and Biklen in Hoepfl (1997)
with observation, document analysis, or other techniques. Interview was used by
researcher in order to verify the data result of the questionnaire.
In this research, the researcher used purposive sampling to get sample for
the interview. The researcher took 12 students from 31 students in the class.
Those 12 students were the representative of the students who had the most
positive perception and the most negative perception. So there were 6 students
who had the most positive perception, and 6 students who had the most negative
perception.
3.5 Data Analysis Technique
There were three kinds of data which could be collected to support this
research. Those three kinds of data were observation, interview, and
questionnaires. The data which came from observation and interview were
presented in descriptive form. However, the result of the questionnaires were
presented in form of table and in form of chart. In order to answer the first
research question about the implementation of role play in the class, the researcher
analyzed the data which came from observation and interview comparing to some
theories about the implementation of role play.
For the second research question, the researcher used the data from
questionnaires which had distributed to XI grade students of tourism department.
There was a questionnaire which had distributed to 31 respondents in the class by
the researcher. There were three categories of statement in the questionnaire. The
first category was about the students’ perceptions on the use of role play. It
role play. It consisted of eight statements. The last category was about the
implementation of role play in the class. The last category consisted of five
statements. The questionnaires also had four values which could be used to
response and measure every statement which had chosen by the respondents in the
class, they were strongly disagree (1), disagree (2), agree (3) and strongly agree
(4).
In order to find the result of the data, the researcher counted the average
score to determine the major response of each statement. The formula for getting
the average score (mean) was:
N X X
__
X = Mean score (average score)
Σ = the summary of the score (the total score) X = Raw score
N = the number of respondents.
The researcher also calculated the median score for each category of
statement to determine the middle score. The median score is used as the central
point and the range score to decide whether the response about each statement of
each category which had given by the respondents were positive or negative.
After finding the average score of each statement, the researcher presented the
data in form of table and chart. The researcher also made some description based
3.6 Research Procedures
There were some steps which had done to get the data by the researcher.
The first step was asking for permission from the school and the teacher to do a
research in the school. The second step was doing an observation to know about
the implementation of role play in the class. The third step was distributing the
questionnaire to the students. The fourth step was doing an interview with 12
students. The researcher took 12 students from 31 students in the class. Those 12
students were the representative of the students who had the most positive
perception and the most negative perception. So there were six students who had
the most positive perception and six students who had the most negative
perception. The last step was analyzing the result of observation, questionnaire,
31 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter consists of two main parts. Those are research results and
discussion. In the first part, the researcher presented the results of the research.
The results of the research contains of some data which are taken from
observation about the implementation of role play in the class and questionnaire
about the students’ perceptions on the use of role play for XI grade students of
tourism department. In the second part, the researcher presented the discussion
about the implementation of role play in the class and the result of the
questionnaire about the students’ perceptions on the use of role play.
4.1 Research Results
This section discusses the results of the research which consisted of two
parts. Those were the implementation of role play in the class and the students’
perceptions on the use of role play as a teaching technique. The first part
presented the research results based on the observation which had been conducted
in the class by the researcher. The second part talked about the analysis of the data
which had been taken from questionnaires about the students’ perceptions on the
use of role play.
4.1.1 The Implementation of Role Play
In order to answer the first research question in chapter I about the
25th, 2014 in XI Grade of Tourism Department in SMK Negeri 7 Yogyakarta. During the observation, the researcher used an observation checklist to get the
data. By using observation checklist, the researcher was able to record the
learning process and which had happened in the class. Based on the observation,
the researcher found some facts. Those facts came from the students and the
teacher.
The first fact showed that the students were very interested and
enthusiastic with role play as a teaching technique. All of the students paid
attention to their friends’ performances. The students also prepared everything
before they had their performance. They prepared the dialogue script and were
also practicing before the performance. There were some students who brought
some properties to support their performance. As what had been explained by
Richard-Amato (1996) that role play can improve students’ ability to work
cooperatively, the researcher found a fact that the students were able to work
cooperatively not only when they had to show their role play performance, but
also in preparation before they had their performance.
The second fact showed that role play was implemented well in the class.
Based on the observation, the teacher gave a clear instruction to the students in
previous meeting and on the performance day. It made the students did the role
play correctly. However, the instruction which was given by the teacher not only
used English, but also bahasa and javanesse. The teacher used mix languages only
