vi ABSTRACT
Paradewari, Dirtya Sunyi. (2015). ELESP Students’ Perception on the Use of
Scripted Role Play to Improve Speaking Ability in Play Performance Class.
Yogyakarta: Sanata Dharma University.
Teaching students to speak confidently is challenging. The teachers should think about the appropriate technique to motivate them to speak. In this study, the researcher tries to find the appropriate technique that makes students learn to speak English fluently and accurately. The researcher wants to use a scripted role play as the technique to improve speaking ability. Since the use of a scripted role play has been applied in Play Performance class, the researcher wants to find out whether it is a successful or unsuccessful technique to improve speaking ability. Thus, the researcher is interested in digging out the students’ perception on the use of a scripted role play.
There were two research problems discussed in this study. They are: (1) How is a scripted role play implemented to improve speaking ability in Play
Performance class? and (2) What is the students’ perception on the use of scripted role play to improve speaking ability in Play Performance class?
This research employed survey research. The instruments used in this study were a questionnaire and an interview. There were 61 semester six students in the English Language Education Study Program of Sanata Dharma University who were taking Play Performance class in the academic year 2014/2015. For the interview, there were thirteen students from 61 students who were the actors and actresses in Play Performance class.
After the researcher analyzed the data, the results showed that the majority of participants had a positive perception on the use of a scripted role play. Based on the results, there were two conclusions. The first was that the implementation of the scripted role play has been applied well in Play Performance class. The second was that the students had a positive perception on the use of a scripted role play. They all agreed that using a scripted role play makes them improve their speaking ability especially in front of people. Besides the speaking ability, they got some benefits after performing the scripted role play. They got more confidence to speak English fluently and accurately and learned how to pronounce the words well.
There are also some suggestions for the lecturers of Play Performance class, the students of Play Performance class, and the future researchers. For the
lecturers of Play Performance class, they may develop students’ strategy in the
implementation of the scripted role play. For the students of Play Performance class, they may use a scripted role play to improve speaking ability. For the future researchers, they may conduct the use of a scripted role play in different courses.
vii ABSTRAK
Paradewari, Dirtya Sunyi. (2015). ELESP Students’ Perception on the Use of Scripted Role Play to Improve Speaking Ability in Play Performance Class.
Yogyakarta: Universitas Sanata Dharma.
Mengajar siswa untuk berbicara dengan percaya diri adalah sebuah tantangan. Guru harus berpikir mengenai teknik yang tepat untuk memotivasi siswa dalam belajar Bahasa Inggris. Dalam penelitian ini, peneliti mencoba untuk menemukan teknik yang tepat yang membuat siswa belajar berbicara bahasa Inggris dengan lancar dan akurat. Peneliti ingin menggunakan scripted
role play sebagai teknik untuk meningkatkan kemampuan berbicara. Dalam hal
ini, penggunaan scripted role play telah diterapkan di kelas Play Performance sehingga peneliti ingin mengetahui apakah penggunaan scripted role play sukses atau gagal dalam meningkatkan kemampuan berbicara. Dengan demikian, peneliti tertarik menggali persepsi siswa tentang penggunaan scripted role play.
Ada dua masalah penelitian yang dibahas. Masalah tersebut adalah: (1) Bagaimana penggunaan scripted role play diimplementasikan untuk meningkatkan kemampuan berbicara dalam kelas Play Performance? dan (2) Apa persepsi siswa terhadap penerapan scripted role play dalam meningkatkan kemampuan berbicara di kelas Play Performance?
Penelitian yang digunakan dalam adalah studi survai. Instrumen yang digunakan adalah kuesioner dan wawancara. Terdapat 61 mahasiswa semester enam di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma yang mengambil kelas Play Performance pada tahun akademik 2014/2015. Dalam wawancara, terdapat tiga belas siswa sebagai aktor dan aktris di kelas
Play Performance.
Setelah peneliti menganalisa data, hasil penelitian menunjukkan bahwa mayoritas peserta memiliki persepsi positif terhadap penggunaan scripted role
play. Berdasarkan hasil penelitian, terdapat dua kesimpulan. Pertama ialah
implementasi pengguanaan scripted role play sudah terlaksana dengan baik di kelas Play Performance. Kedua ialah siswa memiliki persepsi positif dalam menggunakan scripted role play. Mereka sepakat bahwa menggunakan scripted
role play dapat meningkatkan kemampuan berbicara di depan orang. Selain itu,
mereka memiliki beberapa keuntungan setelah melakukan scripted role play. Mereka menjadi lebih percaya diri untuk berbicara bahasa Inggris dengan lancar dan tepat dan belajar bagaimana melafalkan kata-kata dengan baik.
Terdapat juga saran untuk dosen, siswa di kelas Play Performance dan peneliti selanjutnya. Bagi dosen Play Performance, untuk membangun strategi mahasiswa dalam penerapan scripted role play. Bagi siswa kelas Play
Performance, tetap menggunakan scripted role play untuk meningkatkan
kemampuan berbicara. Bagi peneliti selanjutnya, untuk menggunakan scripted
role play pada mata kuliah berbeda.
ELESP STUDENTS’ PERCEPTION ON THE USE OF
SCRIPTED ROLE PLAY TO IMPROVE SPEAKING ABILITY
IN PLAY PERFORMANCE CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dirtya Sunyi Paradewari Student Number: 111214031
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
ELESP STUDENTS’ PERCEPTION ON THE USE OF
SCRIPTED ROLE PLAY TO IMPROVE SPEAKING ABILITY
IN PLAY PERFORMANCE CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dirtya Sunyi Paradewari Student Number: 111214031
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Paradewari, Dirtya Sunyi. (2015). ELESP Students’ Perception on the Use of
Scripted Role Play to Improve Speaking Ability in Play Performance Class.
Yogyakarta: Sanata Dharma University.
Teaching students to speak confidently is challenging. The teachers should think about the appropriate technique to motivate them to speak. In this study, the researcher tries to find the appropriate technique that makes students learn to speak English fluently and accurately. The researcher wants to use a scripted role play as the technique to improve speaking ability. Since the use of a scripted role play has been applied in Play Performance class, the researcher wants to find out whether it is a successful or unsuccessful technique to improve speaking ability. Thus, the researcher is interested in digging out the students’ perception on the use of a scripted role play.
There were two research problems discussed in this study. They are: (1) How is a scripted role play implemented to improve speaking ability in Play Performance class? and (2) What is the students’ perception on the use of scripted role play to improve speaking ability in Play Performance class?
This research employed survey research. The instruments used in this study were a questionnaire and an interview. There were 61 semester six students in the English Language Education Study Program of Sanata Dharma University who were taking Play Performance class in the academic year 2014/2015. For the interview, there were thirteen students from 61 students who were the actors and actresses in Play Performance class.
After the researcher analyzed the data, the results showed that the majority of participants had a positive perception on the use of a scripted role play. Based on the results, there were two conclusions. The first was that the implementation of the scripted role play has been applied well in Play Performance class. The second was that the students had a positive perception on the use of a scripted role play. They all agreed that using a scripted role play makes them improve their speaking ability especially in front of people. Besides the speaking ability, they got some benefits after performing the scripted role play. They got more confidence to speak English fluently and accurately and learned how to pronounce the words well.
There are also some suggestions for the lecturers of Play Performance class, the students of Play Performance class, and the future researchers. For the lecturers of Play Performance class, they may develop students’ strategy in the implementation of the scripted role play. For the students of Play Performance class, they may use a scripted role play to improve speaking ability. For the future researchers, they may conduct the use of a scripted role play in different courses.
vii ABSTRAK
Paradewari, Dirtya Sunyi. (2015). ELESP Students’ Perception on the Use of Scripted Role Play to Improve Speaking Ability in Play Performance Class.
Yogyakarta: Universitas Sanata Dharma.
Mengajar siswa untuk berbicara dengan percaya diri adalah sebuah tantangan. Guru harus berpikir mengenai teknik yang tepat untuk memotivasi siswa dalam belajar Bahasa Inggris. Dalam penelitian ini, peneliti mencoba untuk menemukan teknik yang tepat yang membuat siswa belajar berbicara bahasa Inggris dengan lancar dan akurat. Peneliti ingin menggunakan scripted
role play sebagai teknik untuk meningkatkan kemampuan berbicara. Dalam hal
ini, penggunaan scripted role play telah diterapkan di kelas Play Performance sehingga peneliti ingin mengetahui apakah penggunaan scripted role play sukses atau gagal dalam meningkatkan kemampuan berbicara. Dengan demikian, peneliti tertarik menggali persepsi siswa tentang penggunaan scripted role play.
Ada dua masalah penelitian yang dibahas. Masalah tersebut adalah: (1) Bagaimana penggunaan scripted role play diimplementasikan untuk meningkatkan kemampuan berbicara dalam kelas Play Performance? dan (2) Apa persepsi siswa terhadap penerapan scripted role play dalam meningkatkan kemampuan berbicara di kelas Play Performance?
Penelitian yang digunakan dalam adalah studi survai. Instrumen yang digunakan adalah kuesioner dan wawancara. Terdapat 61 mahasiswa semester enam di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma yang mengambil kelas Play Performance pada tahun akademik 2014/2015. Dalam wawancara, terdapat tiga belas siswa sebagai aktor dan aktris di kelas
Play Performance.
Setelah peneliti menganalisa data, hasil penelitian menunjukkan bahwa mayoritas peserta memiliki persepsi positif terhadap penggunaan scripted role
play. Berdasarkan hasil penelitian, terdapat dua kesimpulan. Pertama ialah
implementasi pengguanaan scripted role play sudah terlaksana dengan baik di kelas Play Performance. Kedua ialah siswa memiliki persepsi positif dalam menggunakan scripted role play. Mereka sepakat bahwa menggunakan scripted
role play dapat meningkatkan kemampuan berbicara di depan orang. Selain itu,
mereka memiliki beberapa keuntungan setelah melakukan scripted role play. Mereka menjadi lebih percaya diri untuk berbicara bahasa Inggris dengan lancar dan tepat dan belajar bagaimana melafalkan kata-kata dengan baik.
Terdapat juga saran untuk dosen, siswa di kelas Play Performance dan peneliti selanjutnya. Bagi dosen Play Performance, untuk membangun strategi mahasiswa dalam penerapan scripted role play. Bagi siswa kelas Play
Performance, tetap menggunakan scripted role play untuk meningkatkan
kemampuan berbicara. Bagi peneliti selanjutnya, untuk menggunakan scripted
role play pada mata kuliah berbeda.
ix
ACKNOWLEDGMENTS
First and foremost, I thank my Jesus Christ for His blessings, true love, and guidance so that I can finish my undergraduate study.
My greatest gratitude goes to my thesis advisor Ag. Hardi Prasetyo, S.Pd., M.A., who helped, guided, and motivated me to finish the study. I thank
him for giving me suggestions and evaluation in this thesis. I would also like to express my special gratitude to my examiners, Henny Herawati, S.Pd., M.Hum., and Laurentia Sumarni, S.Pd., M.Trans.St., for their fruitful feedback. I also send my gratitude to Maria Septiyani and Paula Alexandrita for proofreading my thesis.
I would like to thank Fx. Ouda Teda Ena, S.Pd., M.Pd., Ed.D., and Krisna Septa Bernanda, S.Pd., the lecturers of Play Performance class who
allowed me to conduct my research in their class. I also thank the students in Play Performance class in the academic year 2014/2015.
I especially thank Christina Lhaksmita Anandari, S.Pd., Ed.M., for being the mother of the ELESP students of class A (2011). I also thank all lecturers in the ELESP Sanata Dharma University, my friends in class A (2011), and ELESP students of batch 2011.
My special thanks are dedicated to my beloved parents, Ir. Sudirman, M.Kom and Dra. Bernadetta Dwiatun Hastutiningsih, who always support,
x
the only brother, Satria Nusa Paradilaga. My gratitude is also addressed to Soegiman Kuntorahardjo and Gelam (†) family. My sincere gratitude also goes
to my dearest uncle, FX. Tri Ari Sugiyono (†), who lives with beautiful angels in
heaven.
I would like to say big thanks to my best friends, Pricillia Jessica and Lea Novianti Anardji for the friendship, affection, prayers, and experiences. I thank
them for keeping contact with me even though we are separated by distance. I also thank my best friend in Yogyakarta, Elysa Kristiani Eka br. Barus for spending time together.
I give my sincere thanks to Ana, Vania, Fanny, Vero, and Puput, who are my close friends in this college. I thank Puzzle in my SPD class, Agung, Nike, Angel Bolly, and Monic. I thank Cicik Sari, who becomes my thesis
partner. I thank Uli, who becomes my best partner in doing crazy things. I thank my friends in PPL 2015 SMP Maria Immaculata, KKN XLIX group 37, Monolog Play Performance 2013 and for the people I know whose names could not be mentioned one by one.
Last but not least, I would also specially like to express my gratitude to Paulus Yanuar Kharismawan, who always gives me love, support, advice,
motivation, and attention.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
DEDICATION PAGE ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Research Problems ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Perception ... 10
a. The Nature of Perception ... 10
b. Factors Influencing Perception ... 11
c. Perception on Learning ... 13
2. Speaking ... 14
xii
b. Development of Speaking Ability ... 15
c. Teaching Speaking ... 15
3. Scripted Role Play ... 17
a. The Nature of Role Play ... 18
b. The Elements of Role Play ... 20
c. The Influences of Role Play on Students’ Motivation ... 21
B. Theoretical Framework ... 22
CHAPTER III. RESEARCH METHODOLOGY ... 24
A. Research Method ... 24
B. Research Setting ... 26
C. Research Participants ... 26
D. Research Instruments ... 27
1. Questionnaire ... 27
2. Interview Protocol ... 28
E. Data Gathering Technique ... 29
F. Data Analysis Technique ... 30
G. Research Procedure ... 31
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 32
A. The Implementation of Scripted Role Play ... 32
B. Students’ Perception of Scripted Role Play to Improve Speaking Ability ... 34
1. Students’ Perception on the Implementation of the Scripted Role Play ... 35
2. Students’ Perception of the Impact in Performing the Scripted Role Play ... 42
3. Students’ Perception in Performing the Scripted Role Play ... 47
4. Students’ Evaluation in Performing the Scripted Role Play ... 49
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 51
A. Conclusions ... 51
B. Recommendations ... 53
REFERENCES ... 55
xiii
LIST OF TABLES
Table Page
4.1 Students’ Perception on the Implementation of the
Scripted Role Play ... 35 4.2 Students’ Perception on the Impact in Performing the
xiv
LIST OF APPENDICES
Appendix A:
Letter of Permission ... 59 Appendix B:
The Questionnaire Blueprint ... 61 Appendix C:
The Questionnaire ... 69 Appendix D:
The Result of Questionnaire ... 91 Appendix E:
The Interview Protocol ... 98 Appendix F:
1 CHAPTER I
INTRODUCTION
This chapter consists of seven sections. The first section, the researcher discusses the background study that explains the background knowledge of the study. The second section is problem identification. The researcher tries to identify the specific problem. The third section is problem formulation which presents two research questions. The fourth section is problem limitation which presents the limitation of the study to focus on the problem. The fifth section is research objectives which provide the purposes of the study. The sixth section is research benefits which discuss the benefits of the study. The last section is definition of terms which define the definition of the terms that are used by the researcher to help the readers understand the study.
A. Research Background
vary. They could not speak English fluently and accurately with people or even their friends.
Learning English itself is also about learning how to speak the language fluently. Speaking is one of the four skills in learning English. Nunan (2003) says that “speaking is a productive oral skill” (p.48). Through speaking, the students
may express their feelings, thoughts, and ideas orally. In addition, they can communicate with each other through speaking. In speaking, there are two or more people who act as the speaker and the listener, one of them will speak spontaneously and the others will listen carefully.
Teaching students to speak confidently is challenging. The teachers should think about the appropriate technique to motivate them to learn speaking. In this study, the researcher tries to find the appropriate technique that makes students learn to speak English fluently and accurately. The researcher wants to use the scripted role play as the technique to improve speaking ability. Since the use of a scripted role play has been applied in Play Performance class, the researcher wants to find out whether it is a successful or unsuccessful technique to improve speaking ability. As an activity, a scripted role play has an extraordinary effect to be implemented. The scripted role play activities might be highly effective means of motivating and enabling students to use language creatively.
Larsson (2004) states that role plays affect the whole classroom dynamics, leading to “more relaxed relations between the teacher and pupils” (p.245). It
which gives students the opportunity to practice the language, the aspects of role behavior, and the actual roles that the students may need outside the classroom (p.6). By using a role play, the students learn how to practice speaking English fluently.
In this study, the term role play and scripted role play can be used interchangeably. The scripted role play refers to role play activities that allow students to prepare a script in advance and to rehearse them before performing (Chotirat & Sinwongsuwat, 2011). The researcher is interested in conducting research of English Language Education Study Program (ELESP) students who join Play Performance class. The scripted role play is used by the ELESP’s
students of Play Performance class in Sanata Dharma University. Play Performance class is aimed to increase the confidence and fluency of English language students through the use of drama, role playing, and play performance (Ena, 2013).
In this study, the researcher focuses on the students’ perception on the use of a scripted role play to improve speaking ability. Therefore the researcher needs the perception of the students who are taking Play Performance class. The perception plays an important part in learning process since it influences someone’s behavior or attitudes and motivation to learn (Szilagyi & Wallace,
B. Research Problems
The problems of this study are formulated as follows:
1. How is a scripted role play implemented to improve speaking ability in the Play Performance class?
2. What is the students’ perception on the use of scripted role play to improve speaking ability in Play Performance class?
C. Problem Limitation
This study is limited to English speaking skill in Play Performance class and the implementation of a scripted role play. The speaking skill includes the pronunciation and vocabulary. For getting the information, the researcher wants to find out the implementation of a scripted role play. Then the researcher tries to find the students’ perception on the use of a scripted role play in Play
Performance class. The researcher is going to conduct the research by using a questionnaire in Likert scale to limit the answers of the students. Then, the researcher will conduct an interview to recheck students’ answers in the questionnaire and to get further information.
D. Research Objectives
the performances on the stage. Then, the second objective is to identify students’
perception on the use of a scripted role play to improve speaking ability. After recognizing the implementation of a scripted role play, the researcher wants to find out the students’ perception on the use of a scripted role play.
E. Research Benefits
This study is expected to be beneficial to the following: 1. Lecturers of Play Performance Class
The researcher hopes that by knowing the result of the study, the lecturers are able to develop students’ strategy to improve their speaking ability in Play Performance class. If the students have a positive perception on the use of a scripted role play, the lecturers might use the technique to improve speaking ability. However, if the students have a negative perception, the lecturers should use the technique in an interesting way.
2. Students of English Language Education Study Program
3. The Future Researchers
The researcher hopes that this study inspires the next researchers who are interested in this topic. This study might become the reference for the next researchers and it might also trigger them to find something new in this topic.
F. Definition of Terms
The researcher provides the definition of terms related to this study as follows:
1. Perception
Szilagyi and Wallace (1980) define perception as a process by which individuals attend to incoming stimuli, organize, and then interpret such stimuli into a message that in turn indicates an appropriate action or behavior (p.70). In addition Gibson, Ivanovich, and Donnely (1985) state that perception deals with receiving the stimulus, organizing the stimulus, and interpreting the stimulus organized. This process influences attitudes and personality.
In this study, the meaning of perception is the students’ point of view
which is based on the results of selecting, organizing, and interpreting the use of a scripted role play. It will present the perceived improvement of the students on their speaking skill.
2. Scripted Role Play
script in advance and to rehearse them before performing the role play activities (Chotirat & Sinwongsuwat, 2011). In this study, the scripted role play is an activity in which students are asked to play some characters by reading the script. For the first time, the students are able to read the lines in the script then after several times, they have to memorize and practice the lines in the script.
3. Speaking
To practice speaking in English, the language learners need to boost their speaking confidence by developing their learning strategies. It is because the more learning strategies language learners develop the greater confidence they will gain (Nunan, 1999). Besides, Klein (1986) confirms that adult learners are capable of improving pronunciation by practicing speaking English. In this study, the term
speaking is defined as an activity that involved the performers to have
conversation on the stage since they have already memorized the scripts.
4. Motivation
5. Play Performance Class
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes two parts, namely theoretical description and theoretical framework. The theoretical description presents some important concepts which are related to the research. The concepts are: (1) perception, (2) speaking, and (3) scripted role plays. Moreover, the theoretical framework consists of summary from the theories that will be used to solve the research problems.
A. Theoretical Description
In this section, the researcher discusses the theories which are related to this study. There are three major theories need to be explained. They are perception, speaking, and scripted role plays. Before going to explain the theories, the researcher wants to review the previous research that inspires the researcher to do this research in this study.
in this study. The scripted role play is used by the researcher because in the previous research, it has not used yet. In the next session, the researcher wants to explain the perception since the major study of this research is the students’ perception.
1. Perception
This part provides the theories related to the perception. a. The Nature of Perception
There are some understandings of perception from the experts. According to Worchel and Shebilske (1998), perception is the process of interpreting information. Moskowitz and Orgel (1969) argue that perception is a global response to a stimulus or a set of stimuli. Besides, Szilagyi and Wallace (1980) define perception as a process by which individuals attend to incoming stimuli, organize, and then interpret such stimuli into a message that in turn indicate an appropriate action or behavior. Therefore a perception is about giving the stimulus and response as the information.
experience, they would form negative perception. To have a positive or negative perception, there are some factors that influence someone’s perception.
b. Factors Influencing Perception
Gibson, Ivanovich, and Donnely (1985) describe that there are six factors influencing a person’s perception. They are stereotype, selectivity, self-concept,
situation, need, and emotion. 1) Stereotype
Stereotype is a set of thinking in a particular group that is generalized to all members of the group (Gibson et al, 1985). It indicates that some people have a set of knowledge in their mind, although they do not know whether it is true or not. If the students consider that the scripted role play is a good technique to improve the speaking ability, they will set in their mind so they will perceive the scripted role play positively.
2) Selectivity
3) Self-Concept
The way people see something will affect their perception. Gibson et al. (1985) suggest that (1) knowing oneself makes it easier to see others accurately, (2) one’s own characteristics affect the characteristics which are identified in
others, and (3) persons who accept themselves are more likely to see favorable aspects of other people. It indicates that people usually make themselves as a measurement or benchmark in perceiving others. They will perceive other’s behaviors and differences based on the self-concept. Thus, the behavior and individual differences are influenced by their own traits.
4) Situation
The situation which people face also influences their perceptual accuracy. People will work quickly when they are in a hurry. The press of time will exactly force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other managers or superior (Gibson et al, 1985). People make a decision without further understanding or their perceptions towards the problem.
5) Need
Perceptions are significantly influenced by needs and desires (Gibson et al, 1985). The teachers choose a scripted role play as the technique to improve the students’ speaking ability in Play Performance class. The purpose to choose the scripted role play is to get the most comfortable one based on the learners’ needs
6) Emotion
Gibson et al. (1985) say that strong emotions often warp perceptions. A student who joins the use of a scripted role play in Play Performance class may have a positive perception if they feel happy when performing the role play.
Those are the six factors that influence someone’s perception. Since this
study is in the education field therefore the researcher also wants to explain the perception on learning.
c. Perception on Learning
Biggs (1989) states that perception on learning deals with belief about knowledge which influences students’ approaches to learning. Marton, Dall’Alba, and Beaty (1993) also state that perception on learning deals with beliefs and concepts. It means that perception on learning deals with beliefs and concepts about knowledge which plays stimulus from environment.
Champbell et al. (2001) specifically state that there are five elements of language teaching learning activities implementation. Those are (1) how the teacher teaches students, (2) what the teacher wants the students to learn, (3) how the students learn in the class, (4) what the students learn, and (5) what the purposes of language are. From the five elements of language teaching learning activities implementation, the students can develop their own perception. In this study, the researcher focuses on the ELESP students’ perception on the use of a
implementation of a scripted role play in Play Performance class. Then, what the students learn also represents the implementation and perception on the use of a scripted role play in Play Performance class. Besides the perception, speaking is the other point that would be explained further.
2. Speaking
In this part, there are some theories which are related to speaking. a. The Nature of Speaking
Johnson and Morrow (1983) state that speaking skill or oral communication is typified as an activity involving two or more people as the hearers and speakers having to react to what they are and make their contributions. It means that the person who is speaking should have at least one listener. The speaker speaks to the listener and the listener listens to the speaker, just like having a conversation with friends in daily life. Brown and Yule (1983) also explain that speaking is to express the need-request, information, and service. Speaking is not only producing sounds but also a process of transferring the messages to the person that the speaker is talking to.
In this research the term speaking related to the students’ self confidence and students’ pronunciation. To practice speaking in English, the language
confidence is learned through process (Goel, 2012). Besides, Klein (1986) confirms that adult learners are capable of improving pronunciation by practicing the speaking English. In the next section, the researcher wants to explain the development of speaking ability.
b. Development of Speaking Ability
According to Harmer (1998), there are two elements of speaking. The first element is knowledge of language features and the second element is the ability to process information. Knowledge of language features includes the ability to produce individual phoneme, to use fluent connected-speech, expresses devices, lexical and grammar, and negotiation language. Then, the ability to produce information includes language processing, interacting with others, and on the spot information processing.
Willis (1981) suggests several activities that can be used to improve the students’ speaking ability. They are conversation drill, using picture cues,
imaginary situations, and role play. In this study, the researcher focuses on the role play as the activity which can improve students’ speaking ability. A role play
teaches the students to be confident in speaking in front of people. Teaching speaking is the next section explained by the researcher.
c. Teaching Speaking
proficiency to the fullest. They should try to avoid confusing in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social cultural rules that apply in each communication situation (Burnkart, 1998, p.2).
Rivers (1968) states the teaching of speaking skill is more demanding on the teacher than teaching of any other language skills. It is important to the teachers to give an opportunity for students to practice speaking. Bailey & Savage (1994) suggest five principles in teaching speaking, as follows:
1) Awareness of the differences between second language and foreign
language learning context
A foreign language is one where the target language is not the language of communication in society. The challenge of teaching speaking in the foreign language learning context is that the students will not have many opportunities to use the target language outside the classroom because the target language is not the language of communication in community. Meanwhile, the challenge of teaching speaking in second language learning is that language is the communication language in society, the students’ speaking ability is quite good
but sometimes their speech seems to stop developing when they still do some language errors.
2) Giving students practice in fluency and accuracy
feedback after finishing their speaking therefore the students could not be afraid of speaking and making errors.
3) The importance of group work or pair work, and limiting teacher
talks
In teaching speaking, the teacher should limit the talking in front of the classroom. However, the teacher should give the opportunities for the students to talk. Bailey & Savage (1994) state that the pair works and group works activities can be used to increase the amount of time that the learners get to speak in the target language during lessons. Therefore a pair work or a group work makes students learn to speak the language effectively.
4) Involving negotiation for meaning
The negotiation for meaning is the interaction to communicate in the target language in order to understand and to be understood. The teacher should provide time which involves the process that is called negotiation for meaning.
5) Involving guidance and practice in both transactional and
interactional speaking
The difference between the transactional and interactional speaking is on the purpose. The purpose of the transactional is primarily on the meaning of the message but the interactional speaking is focusing on maintaining and establishing social relationship. The next section will discuss the nature of role play.
3. Scripted Role Play
a. The Nature of Role Play
In this study, the term role play and scripted role play can be used interchangeably. Golebiowska (1990) confirms that role play is a communicative activity in which the learners are given a task to complete. Meanwhile, Harmer (1998) claims that role plays are an excellent way to get students interacting with one another and practicing target vocabulary using life real scenarios. The role play allows students to see and experience how English can be used outside the classroom. Littlewood (1981) outlines if a teacher uses a scripted role play, the learners can imagine themselves in any situations. The scripted role plays refer to role play activities that allow the students to prepare scripts in advance and to rehearse them before performing. The effectiveness of role play activities in improving students’ oral skills has been demonstrated in a number of quantitative
research studies (Alwahibee, 2004). The students will be able to attain language accuracy, appropriacy, and fluency when performing the scripted role play activities (Ding & Liu, 2009).
There are two kinds of role plays. According to Byrne (1986) a role play can be grouped into two forms, scripted and unscripted role plays. The scripted role play involves the interpreting either the textbook dialogue or reading text in form of speech. The main function of the text is to convey the meaning of language items in a memorable way.
Angela : Good morning. I want to send a letter to Singapore. Clerk : Yes, do you want to send it by air mail or ordinary mail?
Angela : I think, I’ll send it by air mail. I want it to get there quickly. How much does it cost?
Clerk : To Singapore? That will be 30 pence, please. Angela : (give the 50 pence) Here you are.
Clerk : Here’s your stamp and here’s 20 pence change. Angela : Thank you. Where is the post box?
Clerk : You want the air mail box. It’s over there, by the door.
To demonstrate a role play activity based on the dialogue, the procedures that are given by Doff (1988) is as follows:
1) The teacher guides the role play by writing these prompts: (where? / air mail / how much? / post box? / thanks). Talk as you write to show what the prompts mean.
2) If necessary, go through the prompts one by one, and get the students to give sentences or question for each one.
4) Call out a few other pairs of students in turn, and ask them to have other conversation based on the prompts.
Besides the nature of a role play, there are the elements of a role play that will be explained in the next section.
b. The Elements of Role Play
There are four basic elements of a role play according to Paulston and Bruder (1976):
1) Situations
The situation sets the scene and plot; it explains the situation and action to be accomplished. The situation is also the place to introduce the specific cultural information to play, whereas the roles assign the list of characters that include personality, experience, status, personal problem, and the like.
2) Roles
The role session assigns the roles and the list of characters. The roles should have fictitious name, status, personal problem, and desire. The roles are related to the situations given in the scripts.
3) Useful Expressions
4) Background Knowledge
The students who want to act the role play must have the subject matter information prior to it. Some sources of knowledge are necessary or the role play will not come off.
Those four elements of a role play are unity. If only one or two basic elements are used by the students, it is not called as a role play. In preparing a role play, the teacher should build an imaginary situation close to the students’
background of knowledge. Accordingly, in the role play it must be a fictitious role and what should students’ act. A role play also influences students’ motivation
and it will be explained after this section.
c. The Influences of Role Play on Students’ Motivation
Cahyani (2003) states that when the students find themselves a comfortable learning situation, it leads to an enjoyable learning situation and makes them motivated. It means that a role play which has conversation like in the real life makes a comfortable learning situation because the students know how to act the action in the real life.
confidence in front of people. Therefore, the students could enjoy the situation and promote their motivation to speak.
A role play is designed to facilitate the students to share their feelings, thoughts or ideas with others based on the situation or role given so that a role play needs friends. Doing the role play is like making conversation; therefore role play at least needs two people to involve.
B. Theoretical Framework
From the discussion stated in the theoretical description, the researcher synthesizes a theoretical framework in this study. This section would answer the problem formulation according to the theories that the researcher used.
scripted role play is a suitable technique which can be implemented as a learning activity.
The second problem formulation is concerned about the students’
perception on the use of a scripted role play to improve speaking ability in Play Performance class. Based on the theory of Wick and Pick (1978), there is a connection between perception and experience. The students of Play Performance class must have experience to do role play in order to make a perception. The researcher considers the six factors that influence perception which is mentioned by Gibson, Ivanovich, and Donnely (1985), they are stereotype, selectivity, self-concept, situation, need, and emotion. For example, if the students consider that a role play is a suitable technique to improve their speaking ability, the students will set the good perception on their mind.
24 CHAPTER III
RESEARCH METHODOLOGY
This chapter gives the information on how the study is conducted. It discusses how the data are gathered and analyzed to answer the research questions. This research methodology consists of seven parts, namely research method, research setting, research participants, research instruments, data gathering, data analysis technique, and research procedure.
A. Research Method
The researcher used a survey research in order to answer the research problems in this study. According to Wiersma (1995) survey is used to measure attitudes, opinions, or achievements or any number of variables in natural setting. Furthermore, Ary, Jacobs, and Razavieh (2002) state that a survey permits the researcher to measure students’ attitudes and opinions toward something (p.25). In
addition, Ary, Jacob, and Sorensen (2010) also state that “in survey research the researcher investigates about people’s beliefs, opinions, characteristics and
behavior toward some issue” (p.372).
In this research, the researcher investigated the relations of the students’
perception on the use of a scripted role play. By using a survey method, the students’ beliefs, opinions, and interpretations toward the use of a scripted role
used in this research, since the research tried to investigate the students’ perception on the use of a scripted role play in Play Performance class.
The use of a survey method in this research was appropriate since it dealt with population. According to Fraenkel and Wallen (2008) the major purpose of survey is to describe the characteristics of population. Fraenkel and Wallen (2008) mention three major characteristics of a survey research. First characteristic is that the information is acquired to describe some aspects or characteristics such as opinions of certain group. Second characteristic is that the information is gathered by asking questions to the group members. Third characteristic is that the information is collected from sample of population (p.390). As the review of those characteristics above, a survey was appropriate to be applied to answer the research questions.
The researcher would like to know the students’ perception on the use of a
scripted role play in Play Performance class. Besides, the information was gathered by asking questions to the students of the English Language Education Study Program in academic year 2014/2015 who joined Play Performance class. After asking questions, the researcher interviewed some students in Play Performance class.
There were two questions in this research. The first research question was intended to know the implementation of a scripted role play to improve students’
scripted role play to improve their speaking ability in Play Performance class of English Language Education Study Program in academic year 2014/2015 in Sanata Dharma University.
B. Research Setting
The researcher conducted this study during semester 2014/2015 academic year in English Language Education Study Program of Sanata Dharma University. The research was conducted in Play Performance course, classes A and B. The researcher chose those classes because the classes performed the scripted role play in front of audiences.
C. Research Participants
The participants of this study were the students of English Language Education Study Program of Sanata Dharma University who joined Play Performance class in the academic year 2014/2015. There were sixty six (66) students in Play Performance class. However, there were only sixty one (61) students who came in the last meeting of Play Performance class. In this research, the participants should answer 36 close-ended questions in the questionnaire that the researcher provided.
suggestion. Moreover, they were the artists who performed the scripted role play on the stage. Actually there were nineteen (19) students to be interviewed but six (6) students were unavailable for some reasons.
D. Research Instruments
In this study, the researcher used two research instruments, namely a questionnaire and an interview protocol.
1. Questionnaire
According to Cohen, Manion, and Morrison (2003) a questionnaire is a widely used and useful instruments for collecting survey information, providing structured, often numerical data being able to be administered without the presence of the researcher and often being comparatively straightforward to analyze (p.245).
In this study, the questionnaire was in the form of Likert scale. Ary et al. (2002) state that Likert scale assesses attitudes toward the 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, or strongly disagree (p.224). The researcher omitted the undecided option in order to avoid misunderstanding because the undecided option did not contribute response in this study. Therefore, the researcher used four options to answer the research problems, which were strongly agree (SA), agree (A), strongly disagree (SD), and disagree (D).
There were 36 close-ended questions in the questionnaire in this research. The questions were divided into four parts. The first part is about students’
perception on the implementation of a scripted role play. The second part is about students’ perception on the impact of a scripted role play. The third part is about students’ perception in performing the scripted role play, and the last part is about
students’ evaluation in performing the scripted role play. The questionnaire could
be seen in Appendix C.
2. Interview Protocol
site, and perhaps information on unanticipated issues, and (3) allowing immediate follow-up and clarification of participants’ response. Therefore the interview in this study was used to verify the result of questionnaire. In addition, the interview questions could be seen in Appendix E. In this study, the researcher chose the interviewee students based on the lecturer’s suggestion.
E. Data Gathering Technique
In this study, the data were gathered by distributing the questionnaire and conducting the interview. The researcher distributed the questionnaires after getting permission from the lecturer of Play Performance class on May 26th and 27th, 2015. The interview was conducted after gathering the data from the questionnaires. The questionnaires were used to investigate the students’ perception on the use of a scripted role play in Play Performance class and to find out how the scripted role play is implemented to improve speaking ability in Play Performance class. The interview was used to find out whether a scripted role play improves speaking ability in Play Performance class.
students came. The thirteen students were the actors and actresses who performed on the stage in Play Performance class.
F. Data Analysis Technique
After gathering the data, the researcher analyzed the data gained from the questionnaire and interview. The questionnaires were used to answer the research problems which are stated in the Chapter I. The interview was used to verify the data in the questionnaire.
The researcher distributed the questionnaire to all the students who joined Play Performance course in classes A and B in order to know the answer to the problems. There were four degrees of response to the statement in the questionnaire: 1 was strongly disagree (SD), 2 was disagree (D), 3 was agree (A), and 4 was strongly agree (SA). Then, the researcher calculated the number of students who chose those options and presented into percentage. Since the questions in questionnaire were close-ended questions, the participants’ perception were shown statistically. The researcher calculated students’ answers
using the formula below:
X : Sum of respondents’ answer for each statement
G. Research Procedure
In this study, the researcher focused on the educational field. Therefore the researcher began to select some problems dealing with English Language Education Study Program. The researcher conducted the research in Play Performance class. After finding the topic, the researcher consulted the study with the lecturer. Moreover, the researcher conducted this research based on the topic and research problem.
The researcher applied some techniques to gain the data which were needed in this study. In collecting the data, the researcher chose some theories which were relevant to this study. They are perception, speaking skill, and scripted role plays which are elaborated in the literature review.
In this study, the researcher collected the data by distributing the questionnaire and interview protocol. The data obtained from the questionnaire would be formed in the tables. The questionnaires and interview were conducted to the students in Play Performance course classes A and B in English Language Education Study Program of Sanata Dharma University in academic year 2014/2015.
The data obtained from the research participants would be analyzed to find out the students’ perception on the use of a scripted role play to improve speaking
32 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents and discusses the findings of the research. This chapter answers two questions stated in the problem formulation. The first question is about the implementation of a scripted role play to improve speaking ability in Play Performance class. The second question is about the students’
perception on the use of a scripted role play to improve speaking ability in Play Performance class.
A. The Implementation of Scripted Role Play
In this section the researcher answered the first research question which is stated in chapter I. In order to obtain the answer for the first research question, the researcher conducted the observation in Play Performance class. The researcher conducted the observation by observing and taking notes.
After choosing the group, the students would have a script to perform. The scripts had been provided by the lecturers and the group should choose one script to perform by drawing a lot. Each group had the script to perform the role play and some of the members should practice it to be the artists. According to Byrne (1986), a role play can be grouped into two forms, scripted and unscripted role plays. A scripted role play involves the interpreting either the textbook dialogue or reading text in form of speech. The students in Play Performance class used the scripted role play to perform on the stage.
Based on the observation, the researcher concluded that the teaching learning process in Play Performance class was good. The teaching learning process was in accordance with the features of principles for teaching speaking. It was stated by Bailey & Savage (1994) that teaching speaking should consider whether the language is used for the second language or foreign language or not. Then, the students got the opportunities to practice both of fluency and accuracy. The other is the students got the opportunities to work in a group and the last is the speaking tasks involve the negotiation for meaning also the classroom activities involve the guidance and practice in both transactional and interactional speaking (p.54).
After practicing hard, the students performed the scripted role play on the stage on May 23rd, 2015 at LIP Sagan, Yogyakarta. There were two sessions of the performances. The first and second session consisted of two groups. Each group tried hard to perform the scripted role play well on the stage. Since the genre of the performances was comedy, many audiences laughed at the act of the artists. All of hard work and efforts of the groups were worth taking on the performance day.
B. Students’ Perception of Scripted Role Play to Improve Speaking
Ability
This section would answer the second research question stated in chapter I. In order to ease the researcher in presenting the data analysis, the researcher divided it into four parts: (a) students’ perception on the implementation of a
scripted role play, (b) students’ perception of the impact in performing the
scripted role play, (c) students’ perception in the performing the scripted role play, and (d) students’ evaluation in performing the scripted role play.
1. Students’ Perception on the Implementation of the Scripted Role Play
In this section, the researcher discusses the students’ perception on the
implementation of a scripted role play. The researcher used a questionnaire in obtaining the data, which contained 36 close-ended statements. It was distributed to 61 students. The data is presented in Table 4.1.
Table 4.1
Students’ Perception on the Implementation of Scripted Role Play
No Statements 1
play in Play Performance class.
0 2. You enjoy having scripted role play
in Play Performance class.
speaking ability in Play Performance class.
perform and group to work together.
25 6. Performing scripted role play makes
you feel challenged in front of
7. Performing scripted role play makes you confident in front of audience.
0 8. Performing scripted role play makes
you accept people wholeheartedly as your teamwork. 9. Performing scripted role play makes
you accept the strengths and
11. You are able to work under pressure since it is only 3 months training.
12. By performing scripted role play, you are allowed to speak naturally.
4
15. You like to perform the character in your scripted role play in Play
The first two statements, numbers 1 and 2 investigate the use of a scripted role play in Play Performance class. Statement 1 was about the students’ experience on the use of a scripted role play. The students agreed that they had experienced the scripted role play in Play Performance class. In statement 1, there were 52.5% of the students who strongly agreed and 42.6% of the students who agreed. Seemingly, there were 4.9% of the students who disagreed and none of the students strongly disagreed. Therefore, the total percentage of agreement level was 95.1%, which meant that almost all of the students had a positive perception. Worchel and Shebilske (1998) state that the perception is the process of interpreting information. The result of the first statement showed that the students interpreted the information of the scripted role play well in Play Performance class.
Then, the total percentage of agreement level was 93.5% and the total percentage of disagreement level was 6.5%. Since the total percentage of agreement level was high, it could be said that most of the students had a positive perception toward the second statement. Wick and Pick (1978) state that there is a connection between perception and experience. For the first two statements, the students had the experience of using the scripted role play. Then, the results of them were good since they had a good experience and they would perceive a positive perception of the scripted role play
Statements 3 to 15 discussed the factors that influence perception on the implementation of the scripted role play. For statements 3 and 4, the factor that was related to them was stereotype. According to Gibson, Ivanovich, and Donnely (1985), stereotype is a set of thinking in a particular group that is generalized to all members of the group. In statement 3, the total percentage of agreement level reached 96.8%. Meanwhile, the total percentage of disagreement level reached 3.2%. Then, in statement 4 the total percentage of agreement level reached 93.5% and the total percentage of disagreement level reached 6.5%. The result of statements 3 and 4 could be concluded that most of the students had a positive perception toward each statement since the agreement percentage reached 90%. The students believed the stereotype that the scripted role play improved their speaking ability.
feel discomfort. In statement 5, the total percentage of agreement level only reached 18%. Meanwhile, the total percentage of disagreement level reached 82%. It could be said that the students had a negative perception towards statement 5. In Table 4.1, it could be seen that the total of the students who disagreed and strongly disagreed was the same. The students conveyed that they did not choose the scripts to perform in Play Performance class. As the researcher said in the implementation of the scripted role play, the lecturers chose the script to perform in Play Performance class. The students only drew a lot to choose one of the scripts.
Then, statements 6, 7, 8, and 9 focused on self-concept as the factors that influence perception on the implementation of the scripted role play. Gibson et al (1985) suggest that (1) knowing oneself makes easier to see others accurately, (2) one’s own characteristics affect the characteristics identified in others, and (3)
confident, accept people wholeheartedly, and accept the strengths and weaknesses in the learning process in Play Performance class.
In statements 10 and 11 analyzed one of the factors that influence perception on the implementation of scripted role play. The factor that was related to the statements above was the situation. According to Gibson et al. (1985), the press of time will exactly force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other managers or superior. In statement 10, the total percentage of agreement level reached 82% and disagreement level reached 18%. On the other hand, the total percentage of agreement level in statement 11 reached 86.9% and disagreement level in statement 11 reached 13.1%. The results showed that most of the students had a positive perception in each statement. The agreement percentages of statements 10 and 11 were the same, they did not reached 90% but they were considered as the higher percentage. The results above could be concluded that the students assured they could work under pressure with the dateline given.
results showed that most of the students had positive perception in each statement. Based on Table 4.2, the students were allowed to speak naturally and the students could build creativity by performing scripted role play in Play performance class. It indicated the needs of the students in the learning process of performing the scripted role play.
Next, statements 14 and 15 discussed the emotion as the factors that influence perception on the implementation of the scripted role play. Gibson et al (1985) say that strong emotions often warp perceptions. In statement 14, the total percentage of agreement level reached 91.9% and disagreement level reached 8.1%. Then, in statement 15 the total percentage of agreement level reached 82% and disagreement level reached 18%. Although the difference of the agreement percentage in statements 14 and 15 was only 9.9%, it could be summed up that the results showed that most of the students had a positive perception. The factor emotion could make the students had a positive perception because they had the strong desire to perform the scripted role play.
In discovering the students’ perception on the implementation of the
scripted role play in Play Performance class, the researcher also conducted an interview to support the data from the questionnaire. There were thirteen students in the interview. Furthermore, in the interview there were two questions to find out the implementation of the scripted role play.
that they were happy because they could make audiences laughed while watching them on the stage. The other respondents said that they were happy because they could perform well in front of audiences.
For the second questions in the interview, the twelve respondents agreed that the implementation of the scripted role play ran well in Play Performance class. There was only one respondent said that the implementation of the scripted role play did not run well in Play Performance class. Moreover, respondent 4 who did not agree with the question said that he did not exactly say and perform the dialogue in the script, but he improved it.
“For me not really because I also what is it improve, so I do not exactly run with the script a hundred percent but I also improve.” (R#4)
2. Students’ Perception of the Impact in Performing the Scripted Role
Play
This section aims to present the students’ perception of the impact in performing the scripted role play. In order to find out the answers, the researcher distributed a questionnaire to 61 students in Play Performance class. The results are presented in the Table 4.2 as follows:
Table 4.2
Students’ Perception of the Impact in Performing Scripted Role Play
No Statements 1 play in Play Performance class.
1
the opportunity to speak English better outside the classroom.
(0) (9.8%) (59%) (31.2%)
23. Sometimes you find difficulties to memorize the script because of the language.
0 27. The lecturer prefers practicing
the scripted role play to yourself to work in a group.
0
showed that the total percentage of agreement level was the same. On the other hand, the total percentages of disagreement level in statements 17 and 18 were also the same. There was only 1.6% of the disagreement percentage. Marton, Dall’Alba, and Beaty (1993) state that perception on learning deals with belief and
concept. The students believed that performing the scripted role play needed knowledge to learn first. Having seen the positive result of each statement, it was clearly seen that most of the students had a positive perception toward the perception on learning the scripted role play.
Based on Table 4.2 above, statements 19 to 21 focused on the speaking development of speaking ability. As seen in Table 4.2, statements 19 and 20 had the same percentages. The total percentage of agreement level in statements 19 and 20 reached 90.2%. Meanwhile, the total percentage of disagreement level in statements 19 and 20 were 9.8%. It showed that most of the students agreed with each statement. Since the total percentage of agreement level reached 90.2%. According to Harmer (1989), there are two elements of speaking, namely the knowledge of language features and the ability to process information. The students agreed that they learned pronunciation and grammatical sentences in the scripted role play.
