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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.
At the first, the teaching learning activity was started by introducing the purpose of a role play in Play Performance class. After the lecturers introduced it,
the students should choose their own group. There were four groups in Play Performance class in the academic year 20142015. The group consisted of 14 to
19 people. They should be able to work in a team because not all of the members became the actresses or actors. There were four to six people considered as the
artists and the others worked in the artistic team or production team.
33 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. For the Play Performance class in the academic year 20142015, the genre
of the performance was comedy. In the next activities, the students worked hard to perform a scripted role play by practicing a lot. They had to have an exercise
outside the classroom activities. In addition, they spent a lot of time to prepare the performance in order to perform well on the stage.
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