THE IMPLEMENTATION OF ROLE-PLAY IN TEACHING SPEAKING TO THE STUDENTS OF TOUR AND TRAVEL BUSINESS STUDY
PROGRAM
(A Qualitative Study at a Vocational High School in Bandung)
A Research Paper
(Submitted to the English Department of FPBS UPI as a partial requirement to achieve Sarjana Pendidikan Degree)
By
Hainur Diana Insani
0907135
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
The Implementation of Role-Play in
Teaching Speaking to the Students
of Tour and Travel Business Study
Program
Oleh
Hainur Diana Insani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan (S.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Hainur Diana Insani 2013 Universitas Pendidikan Indonesia
Desember 2013
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
THE IMPLEMENTATION OF ROLE-PLAY IN TEACHING SPEAKING TO THE STUDENTS OF TOUR AND TRAVEL BUSINESS STUDY
PROGRAM
(A Qualitative Study at a Vocational High School in Bandung)
A Paper By
Hainur Diana Insani 0907135
Approved By First Supervisor
Prof. Dr. Nenden Sri Lengkanawati, M.Pd. NIP. 195111241985032001
Second Supervisor
Rd. Della N. Kartika Sari A., S.Pd., M.Ed. NIP. 197704142001122003
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
THE IMPLEMENTATION OF ROLE-PLAY IN TEACHING SPEAKING TO THE STUDENTS OF TOUR AND TRAVEL BUSINESS STUDY
PROGRAM
Ditulis oleh: Hainur Diana Insani
Pembimbing 1: Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Pembimbing 2: Rd. Della N. Kartika Sari A., S.Pd., M.Ed.
ABSTRAK
Penelitian berjudul "The Implementation of Role-Play in Teaching Speaking to the
Students of Tour and TraveL Business Study Program" ini dilatarbelakangi oleh
pentingnya penggunaan role-play dalam pengajaran berbicara di Sekolah Menengah Kejuruan (SMK) khususnya program studi usaha perjalanan wisata. Penelitian ini dimaksudkan untuk menyelidiki bagaimana role-play
diimplementasikan dalam pengajaran berbicara kepada siswa/i program studi usaha perjalanan wisata, kesulitan yang dihadapi oleh guru selama pengimplementasian role-play, dan respon siswa terhadap pelaksanaan role-play.
Subjek penelitian ini adalah seorang guru Bahasa Inggris dan siswa/i kelas XI salah satu SMK di Bandung. Pendekatan kualitatif digunakan sebagai metode penelitian dengan menggunakan observasi non-partisipan, wawancara, dan kuisioner sebagai instrumen pengumpulan data.
Hasil penelitian menunjukkan bahwa role-play dapat memotivasi siswa dalam belajar Bahasa Inggris dan membantu siswa dalam mengaplikasikan teori ke dalam praktek. Namun, role-play tidak bisa dimanfaatkan secara optimal untuk mengembangkan kemampuan berbicara siswa karena guru melanggar beberapa prinsip-prinsip dalam pengajaran berbicara dan beberapa elemen utama dalam pengimplementasian role-play. Lebih jauh lagi, ada beberapa kesulitan yang dihadapi oleh guru saat pengimplementasian role-play, yaitu kesulitan untuk memotivasi beberapa siswa yang enggan terlibat dalam aktifitas pembelajaran, menangani keributan ketika pertunjukan role-play sedang berlangsung, dan kesulitan dalam mengelola alokasi waktu.
THE IMPLEMENTATION OF ROLE-PLAY IN TEACHING SPEAKING TO THE STUDENTS OF TOUR AND TRAVEL BUSINESS STUDY
PROGRAM
Written by Hainur Diana Insani
First Supervisor : Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Second Supervisor : Rd. Della N. Kartika Sari A., S.Pd., M.Ed.
ABSTRACT
TABLE OF CONTENT
1.1 Background of the study …...……….
1.2 Statements of the Problem……….……….
1.3 The Aims of the Study…..………..…………
1.4 The Scope of the Study ………..
1.5 Significance of the Study….………..……….
1.6 Methodology………...
1.6.1 Research Method……..……….
1.6.2 Data Collection and Analysis Procedure ………..
1.6.3 Validity……….……….
1.7 Participants………... 1.8 Clarification of Main Terms. ………..
1.9 Organization of the Paper………...
CHAPTER II
THEORETICAL FOUNDATION
2. 1 Role-Play...…………...………...
2.1.1 The Definition of Role-Play……….
2.1.2 The Purpose of Role-Play……….
2.1.3 Types and Procedure of Role-Play……….…..
2. 2 Teaching Speaking………..
2.1.4 The Nature of Speaking………
2.1.5 The Principal of Teaching Speaking ………...
2.1.6 The Methods in Teaching Speaking……….
2. 3 Teaching Speaking through Role-Play in Tourism Fields…………..
2. 4 The Strengths and the Challenges of the Implementation of
Role-Play……….
2. 5 Related Studies on the Use of Role-Play………
CHAPTER III
RESEARCH METHOD
3. 1 Objectives of the Study………...
3. 2 Method of Investigation………..
3. 3 Sites and Participants of the Research………..……..
3. 4 Data Collection……….………..
3. 6 Testing the Validity………..………..……..………..………..……...
4.1.1 The Implementation of Role-Play in Teaching Speaking to
the Students of Tour and Travel Study Program.………
4.1.1.1 The Elaboration of Each Observation
Meeting….………….…....……….…………..
4.1.1.2 The Steps Conducted in Implementing the
Role-Play…..………….………….………….…………..
4.1.2 The Difficulties Encountered by the Teacher in
Implementing the Role-Play.……….………….
4.1.2.1 The Difficulties Encountered by the Teacher……...
4.1.2.2 The Strategy Used to overcome the Difficulties…...
4.1.3 The Students’ Responses towards the Implementation of the
Role-Play…………..…………..…………..…………..……
4.1.3.1 The Students’ Responses during the Lesson……… 4.1.3.2 The Students’ Responses towards the Contribution
of Role-Play in Learning Activity…………..……..
4.1.3.3 The Students’ Responses towards the Contribution
of Role-Play in Learning Speaking Skill…………..
4.1.3.4 The Students’ Responses towards the Contribution
of Role-Play in Preparing the Future Works………
4.1.3.5 The Students’ Difficulties in Doing the Role-Play...
4.1.3.6 The Students’ Wishes for the Next Role-Play
Implementation …….……….……….
4.2 Discussions……….
4.2.1 The Implementation of Role-Play in Teaching Speaking to
the Students of Tour and Travel Study Program………
4.2.2 The Difficulties Encountered by the Teacher in
Implementing the Role-Play.……….………….
4.2.3 The Students’ Responses towards the Implementation of the
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions………
5.2 Suggestions……….
REFERENCES………...
APPENDICES……….
75
75
75
77
79
LIST OF TABLES
Four approaches to role-play in tourism and hospitality………
Schedule of the research………
The observation sheet……….
The Scoring System of the Questionnaire………..
The Framework of the Questionnaire………
The Students’ Responses towards the Contribution of Role-Play in
Learning Activity………...
The Students’ Responses towards the Contribution of Role-Play in
Learning Speaking Skill………
The Students’ Response towards the Contribution of Role-Play in
Preparing for the Future Works……….
The Steps in Implementing the Role-Play Conducted by the Teacher.. 23
The Students’ Difficulties in Doing the Role-Play………
The Students’ Wishes for the Next Role-Play………... 65
LIST OF PICTURES
2.1 The examples of role cards………. 13
4.1 The teacher monitored the students during the task………... 41
4.2 The students rehearsed the first role-play………... 41
4.3 The teacher monitored the students during the task………... 42
4.4 The teacher explained about CV and job application letter……… 43
4.5 The students performed the role-play about job interview………. 44
4.6 The teacher played the video of the students’ performance…………... 45
4.7 The first video performance……… 48
4.8 The students prepared the setting for the role-play……… 50
4.9 One of the second role-play performances………. 50
4.10 The students were performing in front of the class and bringing their scripts……….. 57 4.11 The students paid attention to the teacher explanation about CV... 59
4.12 One of the second role-play performances………. 60
CHAPTER I
INTRODUCTION
1.1
Background of the Study
One of the goals of teaching English is to teach communicative skills.
However, currently, there are still a few students who are able to use English
communicatively in the real life situations. The factor might be the teaching
method that is conducted by the teacher in the classroom. Kayi (2006), in her
journal, affirms that when teaching speaking, the teachers keep drilling the
students to do some repetitions and do not provide the context. As the results, the
students might have numerous vocabularies and good pronunciations but few of
them are able to use it in appropriate situations.
Speaking skill is important to convey information and share feeling.
Thornbury (2009) states that practicing is an important factor for the success of
interactive speaking. Hence, the students will be better in speaking if the learning
activities that boost overall language proficiency and ability to comprehend
spoken English, so that the students can use spoken language in the real life
situations for their future work field. This is in line with Nunan (2001) who argues
that carrying out a conversation in English is one of the measurements of successful speaking ability. Hence, increasing the students‟ speaking ability in the context should be the main objective to teach speaking.
In Tour and Travel Business Study Program, where English is taught for
specific purposes, the students are also required to master the communicative
speaking skills to help them interact with foreigners in their future occupation.
(Simion, 2012) adds that nowadays, the development of the globalization in
who works in tourism field. English communicative skill is also “an essential
tool in any field of their future activity: management, tourist information,
promotion of tourist destinations, intermediary companies, hospitality and
transportation” (Simion, 2012; p. 2).
To bring English into the real-life situation and to develop the
communicative competence, there are some techniques used in the communicative
language teaching such as jigsaws, information gap, pair work, survey, games,
role-play, and interview. According to Hattings (1993), role-play seems to be an
ideal activity in which students are able to use their English creatively. Its aim is
to stimulate a conversation situation and give the students opportunity to practice
and develop their communication skill.
In the field of tourism and hospitality, many students derive great benefit
from role-play and simulation (Harmer, 2001). The students are stimulated in a
real-life occasion (such as in a business meeting, in customer services, or in an
interview) as if they were doing so in the real world either as themselves or taking
on the role of a different character from themselves. In addition, Harmer (2001)
also states that role-play can be used to promote oral fluency or to train the
students studying English for Specific Purposes. In other words, role-play is
important „to involve students in their own learning in a „real-life‟ environment
and its applicability to tourism and hospitality curricula is extensive” (Armstrong,
2003; p. 1).
The study conducted by Ghufron (2009) shows that the use of role-play in
teaching speaking is quite effective. Ghufron applied classroom action research as
the method. The studies proved that using role-play in the right way can improve the students‟ score of speaking. Additionally, the role-play can stimulate the students to speak English in direct communication in enjoyable and interesting
atmospheres.
in the target group where role-play activity is engaged, the students became more
enthusiastic in speaking English than the students in the control group which use
common oral English tests.
The discussions with other tourism and hospitality educators show that
role-play is used practically frequent (Armstrong, 2003). However, the details of
its application are seldom reported. In addition, based on the researcher‟s
observation, the application of role-play in vocational high school level is still
sparse because of the time limitation. Thus, this study was proposed to investigate
the implementation of role-play in teaching speaking to the students of Tour and
Travel Business Study Program at one vocational high school in Bandung and the students‟ responses towards the implementation of the role-play itself.
1.2
Statements of the Problem
This study essentially wanted to figure out the implementation of role-play
for the students of Tour and Travel Business Study Program. Hence, this research
merely focused on these following questions.
1. How is role-play implemented in teaching speaking to the students of
Tour and Travel Business Study Program?
2. What are the difficulties encountered by the teacher in implementing the
role-play?
3. What are the students‟ responses towards the implementation of
role-play?
1.3
Aims of the Study
Regarding to the background and the statements of the problems above,
this study attempted to investigate by portraying the implementation of role-play
in teaching speaking to the students of Tour and Travel Business Study Program
during the lesson, and to figure out the students‟ response towards the implementation of role-play.
1.4
The Scope of the Study
This study focuses on investigating the implementation of role-play in
teaching speaking to the students of Tour and Travel Business Study Program at a
vocational high school. It is specified merely to portray the implementation of
role-play in teaching speaking to the students of Tour and Travel Business Study
Program at a vocational high school, to discover the difficulties encountered by the teacher during the lesson, and to figure out the students‟ responses towards the implementation of role-play.
1.5
Significance of the Study
This study was conducted to describe the implementation of role-play in
teaching speaking to the students of Tour and Travel Business Study Program.
The result of this study was expected to enrich the theory in the future. For
English teachers or lecturers, the findings of this study can be used as a reference
of teaching communicative skills or teaching using role-play method, and for
other researchers, this study is expected to give dome informative input to conduct
other researches or investigations.
1.6
Methodology
This section discussed the research method, data collection, and data
analysis that were used in this study.
1.6.1 Research Method
The qualitative approach was used in this study. The researcher
used this method in order to obtain a holistic understanding by examining
the process that emerged in a teaching and learning process when the
role-play was implemented. Fraenkel and Wallen (1990; p.10) state that a
“holistic depiction of what goes on in particular circumstances or situations without the urgent need to prove or ascertain hypothesis.”
1.6.2 Data Collecting and Analysis Procedure
The data were collected via several methods; non-participant
observation, interview and questionnaire. The observation was conducted
to identify how the teacher implemented the role-play in the classroom
and the students' response when the role-play was conducted, the
interview was addressed to the teacher to know the difficulties she had
when implementing the role-play in the classroom, while questionnaire
were distributed to the students to know students' responses towards the
implementation of the role-play in the classroom, the obstacles they face
in the role-play section, and their wishes about the implementation of the
role-play in the future.
Descriptive qualitative analysis was employed to analyze the
obtained data. Coding and categorization, data reduction, data display, and
conclusion drawing were utilized in analyzing the data.
1.6.3 Validity
Testing the validity is the defense of truth from the doubts about someone‟s research (Alwasilah, 2008). To examine the validity and construct reliability of this research, there were three strategies applied:
triangulation, feedback, and member check.
1.7
Participants
An English teacher and thirty six students of 11th grade in Tour and Travel
Business Study Program were the participants of the research. The rationalization
of choosing those participants is because the teacher used role-play as the method to teach some topics related to the students‟ future occupation.
It is important to have an obvious perspective towards the terms that was
used in the research title before starting the research. Hence, the main terms that
were highly related to the study would be outlined in this part. The terms were:
1. Role-play in this research is one of teaching techniques that is used to train students‟ communicative ability.
2. Speaking is the action of conveying information or expressing
thoughts and feelings through use of verbal and non-verbal language.
3. Tour and Travel Business Study Program in this research refers to one
of program studies in a vocational high school that focuses the
students to have competencies in professional skill that is devoted to
the tour and travel business to be totally involved in this professional
area.
1.9
Organization of the Paper
This research paperwas organized into five chapters as follow:
Chapter I Introduction
The background of the study, the scope of the study, the statements of the
problems, significance of the study, the research method that comprises
participants, instrument, and procedure, clarification of key terms and
organization of the paper are provided in this chapter.
Chapter II Theoretical Foundation
This section focuses on the theoretical foundations that are relevant to the
present study, with role-play and teaching speaking as the main issue.
Chapter III Methodology
This part encompasses the research methodology, the goal of the present
study, data collection, analytical frameworks and data analysis.
Chapter IV Findings and Discussion
This chapter endows the results of the conducted research and the discussion of research‟s findings.
All the conclusion of the study, the implications and suggestions for
CHAPTER III
RESEARCH METHOD
This chapter presents detailed discussion of the research method of this
study. The discussion begins with identifying the objectives of the study and the
method of the investigation. Subsequently, the site, the participants, and the data
collection techniques through observation and interview are also presented in this
chapter followed by the data analysis technique.
3.1.
Objectives of the Study
The main objective of this study was to expose the implementation of role
play in English speaking teaching and learning. Hence, this study was conducted:
1. to investigate how role-play is implemented in teaching speaking to the
students of Tour and Travel Business Study Program
2. to discover the difficulties encountered by teacher during the lesson, and
3. to figure out the students‟ responses towards the implementation of role
-play
3.2.
Method of Investigation
This study employed the qualitative approach as the method of
investigation because this study wanted to obtain in-depth understanding as
regards to the implementation of role play in teaching speaking. This research was
conducted by exploring and investigating behaviors and attitudes that happened in
the classroom during the process of teaching and learning.
Qualitative approach is applied when a researcher wants to get a more
holistic depiction of what actually goes on in a particular setting or situation
(Fraenkel & Wallen, 19900). In line with Fraenkel & Wallen (1990), Nunan
behavior from their own frame of reference. It can be grounded,
discovery-oriented, investigative, expansionist, descriptive, and inductive research, and also
process-oriented” (Nunan, 1992; p. 4).
A descriptive case study method was applied in this study to attain the
data. Merriam (1988) argues that a qualitative case study is an ideal design to
understand and interpret observation of educational phenomena. Additionally,
when “description and explanation are required rather than prediction based on
cause and effect,” a researcher can commence the non-experimental, a descriptive
research (Merriam, 1988; p. 7). The aim is to observe phenomena without
manipulation of treatments or subjects and the researcher takes things as they are.
Moreover, this study is not intended to prove that one technique is better than
others as experimental study does. As Bromley (1986; as cited in Merriam, 1988;
p.30) asserts that the aim of a case study “is not to find the „correct‟ or „true‟
interpretation of the facts, but rather to eliminate erroneous conclusion so that one
is left with the best possible, the most compelling, interpretation.”
3.3.
Sites and Participants of the Research
An English teacher and thirty six students of 11th grade in Tour and Travel
Business Study Program of a vocational high school in Bandung were the
participants of the research. The rationalization of choosing the participants is
because the teacher used role-play as the method to teach some topics related to
the students‟ future occupation. Besides, the school is a Pioneering International
Standard School in where most of the students possess above-average English
proficiency. The schedules of the research were planned as follows:
Table 3.1. Schedule of the Research
Time of
Observation Objective of the Lesson Topic of the Lesson
1st Observation (September, 11th 2013)
1. The students are able to compose dialogue about making reservation by using at least six modals auxiliary in the dialogue.
2. The students are able to perform a
1. The students are able to identify the parts of curriculum vitae and job curriculum vitae and job application letter.
1. The students are able to demonstrate a role-play of job interview in front of the class.
1. Review the role-play performance. 2. The students are able to identify
their strengths and their weaknesses in the role-play performance.
3. The students are able to identify the good example of job interview.
Review
3.4.
Data Collection
To answer the research questions, the researcher collected the data from
non-participant observation, interview, and questionnaires. The observation was
conducted in the classroom during the lessons, the interview was conducted every
meeting at the end of the lesson, and the questionnaires were distributed the
students after the role-play implementation had finished.
3.4.1. Observation
In this study, the observation was held to answer the research
question number one, to investigate how the role-play is implemented in
the classroom and number two, the students‟ responses during the
implementation of the role-play in the class. Observation allocates the
events, and all the process that are examined and are not well conveyed in
the interview or survey (Alwasilah, 2008).
Since the researcher will merely observe the teaching learning
activity without taking part in it, a non-participant observation will be
applied for this study. Non-participant observation is employed when the
researcher do not participate in the activity that is being observed but
“rather sat at the back of the class observing” (Fraenkel and Wallen, 1991; p.369).
As a non-participant observer, the researcher will be able to take
notes of some important points in the classroom activities related to the
aims of the study. Hence, it will help the researcher in making the natural
description of everything that happens in the classroom.
Everything that happened in the classroom was recorded.
Therefore, when something unobserved had happened, the researcher was
still able to see it repetitively and could make sure that all things were well
documented and observed.
The data from observation process were also documented in
observation sheet. The observation sheet consists of the indicators that the
researcher would like to know regarding to the implementation of
role-play in the classroom, including the classroom management, the steps that
the teacher conducted in implementing the role-play, participation degree
from the students, and the boredom or excitement that the students show.
Table 3.2. The Observation Sheet to Know How the Teacher Implements the Role-Play
1 The teacher reviews the previous lesson
2 The teacher gives a task related to the topic.
4 The teacher provides clear sequences.
5 The teacher encourages the students to speak English
6 The teacher conducts students-centered classroom
7 The teacher uses context in teaching the lesson
8 The teacher monitors the students during the task
9 The teacher provides feedbacks and corrections
10 The activity starts from receptive to productive skills
11 The teacher uses media as the teaching aid.
12 The media helps the students in learning
13 The teacher gives the situation for the role-play.
14
The teacher develops the
situation based on the students‟
conditions.
15
The teacher provides the
model/example/new vocabularies or expression used in the role-play.
16
The teacher provides the concrete information of the situation and clear role descriptions.
17
The teacher asks the students to prepare the properties for the role-play.
18
The teacher assigns what role should be played by which student.
19
The teacher decides whether the students work in pairs on in groups.
20 The teacher asks for the students‟ comment or opinion
Adopted from Brown (2001) and Livingstone (1983)
3.4.2. Interview
The interview in this study was addressed to the teacher.
Specifically, the questions addressed to the teacher were related to what
the teacher was trying to achieve, the material that the teacher used, how
of the role-play in the classroom, the obstacles that the teacher faced in
conducting the role-play, and how the teacher dealt with the obstacle she
faced. Besides, the researcher had follow-up interviews to confirm
regarding to the questioned things that were found during the lesson.
The purpose of interview is to gather data that are not able to be
collected through observation. Merriam (1988) claims that interview is
necessary when the researcher cannot observe behavior, feelings, or how
the respondents interpret the situation around them. Alwasilah (2003)
states that through interview, a researcher is able to obtain an in-depth
understanding about a phenomenon happened because (1) the researcher
can re-explain the questions if the respondents do not understand about the
questions, (2) the researcher can ask follow-up questions, (3) the
respondents will keep talking because they will answer if they are being
questioned, and (4) the researcher can understand about things that had
happened to the respondents in the past and they target in the future.
The interview in this study was addressed to the teacher.
Specifically, the questions addressed to the teacher were related to what
the teacher was trying to achieve, the material that the teacher used, how
the teacher implemented the role-play, the benefits of the implementation
of the role-play in the classroom, the obstacles that the teacher faced in
conducting the role-play, and how the teacher dealt with the obstacle she
faced. Besides, the researcher had follow-up interviews to confirm
regarding to the questioned things that were found during the lesson.
The interview process was recorded and transcribed to ease the
researcher in analyzing what the respondents had said and in making
conclusion.
3.4.3. Questionnaire
Questionnaire is utilized as a tool to gain data about students‟
responses towards the implementation of the role-play. The rationale of
using questionnaire is because questionnaire is useful for obtaining more
There were two types of questionnaire used in this study:
closed-ended questionnaire and open-closed-ended questionnaire. The questionnaires
were distributed to 34 eleventh-grade students of Tour and Travel Study
Program.
Close-ended questionnaire required the students to select their
answers from limited selections. Questions and responses for this type of
item used Likert scale categories, from Strongly Agree, Agree, Disagree,
and Strongly Disagree with the same order of interval so the scores would
be 4, 3, 2, and 1. The items that will be explored in the close-ended
questionnaire are the students' responses to the implementation of the
role-play in the classroom. By contrast, open-ended questions would have the
students to answer their own words related to the obstacle the students face
during the role-play activity and their wishes about the implementation of
the role-play in the future. The scoring system of the close-ended items
and the framework of the questionnaire can be seen below:
Table 3.3. The Scoring System of the Questionnaire
Category of Response
Strongly
Agree Agree Disagree
Strongly Disagree
Score 4 3 2 1
Table 3.4. The Framework of the Questionnaire
No. Categories Item Number Total
Close-ended Questions
1. The students‟ responses towards the
implementation of the role-play in the
classroom
1 – 17 17
Open-ended Questions
3. The students‟ difficulties during the
role-play section 18 1
4. The students‟ wishes about the role
3.5.
Data Analysis
Descriptive qualitative data analysis was employed to analyze the obtained
data. Coding and categorization, data reduction, data display, and conclusion
drawing were utilized in analyzing the data.
3.6.1. Coding and Categorization
The strategy to analyze the data in the presented study was
categorizing. Categorizing helps the researcher organizing the data and
develop a general understanding of what is going on, and finally create
arguments and theoretical concepts (Maxwell, 2008). One of the main
elements of categorization is coding. Coding will help the researcher to
identify the phenomena, to facilitate the calculation of the frequency of the
occurred phenomena; the frequency of the occurrence of the code will
indicate the tendency of the findings thus it will help the writer to
categorize the data (Alwasilah 2008).
After collecting the data from the observation, the interview, and
the questionnaire, the consistency for each similar phenomenon was
coded. Next, the codes were divided into groups and categories. In doing
so, the categories that had been determined by the research questions
previously became the main point. Afterward, those patterns of categories
were described to make the findings presented in the chapter 4.
3.6.2. Data Reduction
As mentioned in the chapter 1, data reduction is the process of
selecting, focusing, simplifying, abstracting, and transforming the data to
make them sharpened, focused, and more organized (Miles and Huberman,
1994). All the data were taken into account. However, after the data
reduction process, the insignificant data were eliminated. Thus, it helped
the researcher to collect, compile and find the data that were significantly
important to the study.
Data display allows the researcher to present a full data set in the
same place and the data will be analytically arranged to answer the
research questions (Miles and Huberman, 1994). Furthermore, Alwasilah
(2008) adds that by using data displays, the researcher‟s conceptions and
interpretations will be clearer and understandable for the readers. By
looking at the display, the readers will be able to understand what is
happening in the research and can take further action based on the
understanding (Miles and Huberman, 1994). Data display can be graphs,
charts, table, matrixes, diagram, flowchart, network and other kind of
visual representations (Alwasilah, 2008; Miles and Huberman, 1994).
In this study, some data would be displayed in the form of tables
and charts to simplify the description of the students‟ responses about the implementation of role-play.
3.6.4. Conclusion Drawing
At this stage, the researcher made an interpretation of the obtained
data that had been analyzed previously. Finally, when the interpretations of
the data were complete, conclusions related to the research questions were
drawn. As the result the suggestions for further studies were presented.
3.6.
Testing the Validity
Validity is “a truth and honesty in a description, conclusion,
explanation, interpretation, all kinds of reports” (Alwasilah, 2008; p.169).
Validity is used as the defense of truth from the doubts about someone‟s
research. In other words, validity is a device that is used to examine the
trustworthiness of the data. There are three techniques were used in this
research to test the validity and to construct trustworthiness of this study:
triangulation, feedback, and member check.
a. Triangulation
Triangulation benefits the researcher in gaining as many data as
possible and avoiding bias (Alwasilah, 2008). In other words, since
the inherent bias in one method or data resource will be neutralize by the
other methods or data resources.
In presented study, a non-participant observation when the role-play
was implemented in the classroom and the interview to confirm all the
events in the classroom were used to verify the credibility of the study.
The attained data from the non-participant observation were compared and
associated to the obtained information from the interview and the
questionnaire.
b. Feedback
Asking for feedbacks, such as suggestions, critique and comments
from others, is recommended in order to “identify the threats to the
validity, bias, and assumptions of the researcher, as well as the logical
weaknesses of the research that is being conducted” (Alwasilah 2008;
p.176). He also adds that feedbacks can come from many people who
understand and/or are directly related to our research.
In this research, feedbacks arrived from people who understand the
research, such as, supervisors and experts, from people who understand the
setting or situation of the research very well and from the researcher‟s
peers.
c. Member Check
Member check is an effective technique to “avoid misinterpretation
towards participants‟ answers during the interview, to avoid
misunderstanding concerning participants‟ behaviors and attitudes throughout observation, and also to confirm the participants‟ point of view
toward the ongoing process” (Alwasilah, 2008:178).
Because feedbacks from the respondents are also important and
valuable, after conducting the observation and interviews, the researcher
analyzed the obtained data and reconfirmed it to the respondents. Thus, the
preliminary data could have been changed or added by some new
information. In this fashion, the validity of the data would be highly
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter represents the research conclusions and suggestions. The
conclusions are drawn from the analysis of the research findings. Meanwhile, the
suggestions are expected to give a contribution for the further researchers and
investigations.
5.1.
Conclusions
Many studies prove that the students learning English as Specific Purposes
may benefit from role-play. However, the details of its application are still seldom
reported. Therefore, this research was conducted to investigate how role-play was
implemented in the ESP classroom especially in teaching speaking to the students
of tour and travel business, discover the teacher difficulties in implementing the
role-play, and the students’ responses towards the implementation of role-play in
the classroom. The conclusions are presented to make the result of research
findings and discussions become more logical to be understood. The conclusions
can be drawn as given below.
Based on the observation, the teacher conducted two role-plays in this
semester. The first role-play was role-play in making reservation and the second
role-play was role-play in job interview. Generally, the teacher conducted the
same stages in implementing role-play in the classroom. The stages were (1)
preliminary activity, which included brainstorming, discussion, giving the task
related about related topic, and providing the general situation for the role-play,
(2) preparing and practicing the role-play, where the students made the dialogue,
practiced the dialogue and the acting, and preparing the setting and the properties,
(3) performing the role-play, and (4) review session where the teacher gave
comments or opinions. However, the teacher did not conduct a review session in
the first role-play. The feedbacks for the first role-play were still given in between
the students’ performances.
The differences of students’ performances between the two role-play were
quite significant. The second role-play performance seemed to be better than the
first one. The factors were the topic brought in the role-play, the preliminary
activity, the time for preparation, and the feedbacks given by the teacher.
Related to the teaching speaking principles, the teacher gave less exposure
to the students to speak English and did not start the activity from the receptive
skill to the productive skill. Although the teacher was quite successful to serve
different atmosphere and increase the students’ motivation by using the role-play
method, the teacher did not optimally apply the role-play to improve and/or train
the students’ speaking skill.
Some problems also occurred in implementing the role-play. From the
interview results, the teacher affirmed that mainly, she had three difficulties in
implementing the role-play. The first was the difficulty in motivating reluctant
students. To overcome this, the teacher used personal approach to persuade the
reluctant students to make them realized the importance of doing particular
learning activities. Besides, the teacher also let the students work in groups so that
they could motivate each other. The second difficulty was the noise that the
students made when the other students were performing role-play. To cope with
this, the teacher made a commitment with the students and set up some rules
about what the students could and could not do during the role-play activity,
included not to make some noises when the role-play performance was in
progress. The last is the time management in implementing the role-play. The
teacher was still trying to get the way in overcoming this problem. However, at
least she estimated that 15 minutes was a minimum time for each group to
perform a simple role-play and she gave at least a week for the whole class to
practice and prepare the role-play performance. Consequently, it needed at least
two until three meetings to cover a topic where the teacher implemented the
Regardless to the steps that the teacher conducted and the difficulties that
the teacher experienced, the students’ responses towards the implementation of
role-play was tend to be positive. Most of students were enthusiastic in preparing
and performing the role-play especially in the second role-play. Furthermore, the
questionnaire results show that the students’ responses were predominantly
positive in the contribution of role-play in the learning activity. They agreed that
role-play eased them in bridging the theory into practice and role-play could
increase their motivation to speak English. They also agreed that role-play helped
them in illustrating the real activity in their future work fields. The negative
responses from the students were mostly about the model that the teacher did not
provide before asking students to perform the role-play. They stated that they have
difficulties in preparing the script of the play, especially in job interview
role-play, because they did not get any examples and experiences.
Overall, this study can be envisaged to enrich the literature and/or as
reflection on the use of role-play in teaching the students of tour and travel
business in the level of vocational high school, which is still sparse.
5.2.
Suggestions
From the conclusions mentioned above, there are some general points to
be recommended regarding to the implementation of role-play in teaching
speaking. Those general suggestions hopefully will be helpful recommendations
for the English teachers as well as to the next researchers. The suggestions are as
follow:
1. The result of this study shows that the teacher gave less encouragement to the
students to speak English. Because the foremost objective of the lesson using
role-play is to make the students have fluency in speaking English, it is
expected that the teacher can be more often in using English when teaching.
2. It is recommended for the teacher to provide some models or examples for the
students in the preliminary activity before asking the students to perform the
language function input. Because, in the level of high schools, their
proficiency in English might not be as high as the students in advance level.
3. Besides the use of complete dialogue, it is suggested to the teacher to use role
cards in implementing the role-play for spontaneous role-play to support
students’ practice in communicative skills rather than just memorizing the
dialogue.
4. In giving the feedback, it is suggested to the teacher to focus not only to how
the students act in role-playing, but also their proficiency of English especially
in speaking skill. Moreover, in the debriefing session, it is recommended to
divide the students into groups and give them some minutes to discuss their
performances after watching the video, and then the teacher can ask every
group to presents their opinions or comments.
5. For the decision maker, it is suggested to give more time allotment for the
students to learn communicative skills. So that, the teacher will not have too
many problems in time limitation to implement the method that supports
communicative learning, includes the role-play.
6. For further researches, the upcoming studies can broaden the use of role-play
not only in teaching speaking, but also in the other aspects of communicative
language teaching. Moreover, the further researchers can extend the research
by using advance ESP learners in the university both in the tourism fields and
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