Research Procedure Students` perceptions on the use of role play technique in speaking class in the english education study program of Sanata Dharma university.

because it trained them to speak English in every meeting they had. More than a half of the total respondents 66.7 chose “Strongly Agree” and “Agree” to the statement number seven You feel confident in presenting the play. However, some of them 33.3, 17 respondents, did not feel confident in presenting the play so that they were not able to present the material very well. The students still felt shy or nervous to speak in front of the class. According to Albert P’Rayan in “Role play games in English class”, the students’ creativity could be developed through role play that allowed them to use their imagination so that they could create a fun play. As the data from questionnaire in this research, twenty eight respondents 54.9 chose “Strongly Agree” and twenty three respondents 45.1 chose “Agree” as their answer. In the other words, it was proven that all of the respondents 100 believed that role play could develop their creativity. This fact indicated that none of them chose “Strongly Disagree” or “Disagree” options against this statement. As stated by Paulstan and Bruder 1976:70, role plays are exercises where the student is assigned an untrue role from which he has to improvise some kind of behaviour toward the other role character in the exercise. Then, the students were helped to practise speaking and learn the language. From the total respondents, one respondent 1.9 disagreed that the role play gave them more experiences. This data showed that there were 50 respondents 98.1 got new experience through role play. The students considered role play as a beneficial thing for them and they also believed that role play was effective to help them in learning speaking. The students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI felt motivated to learn speaking through role play. It was shown by the data that 90.3 of the respondents 46 students agreed on the statement that the students were motivated to speak because of the use of role play. They also believed that they could speak more actively 92.2. Some of the total respondents 80.4 also agreed that their progress in learning speaking by using role play was better than before. It was probably because of the benefits they got through role play technique. Moreover, the students believed that their speaking skills were also improved. There were 46 respondents 90.2 of the total respondents who agreed that through role play they could improve not only their speaking fluency but also their speaking accuracy. It was supported by the data that 38 respondents 74.5 felt that their speaking accuracy was improved through role play. The data also showed that the respondents learned some new expressions or vocabulary used in role play. They could understand the meanings of the vocabulary. It was important for the students to understand the meaning because in learning speaking the students had to know the meaning of each word spoken. As a result, when the students took part in the conversation of the play they conducted, they could speak up easily to express their role. From the additional data obtained, most of the respondents also gave their opinions on how to make a good role play. They suggested that the players should have a lot of practice, be well-prepared and more serious so that the role play they played could give them a lot of benefits such as improving their speaking skill and getting an opportunity to learn new expressions and vocabulary. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI