Situation Selectivity Factors of Perception

17 Doff 1990 also explained some benefits about the use of role play as a teaching technique and classroom activity. These are some benefits of the use of role play as a teaching technique and classroom activity according to Doff 1990. The first benefit of role play is that role play is a fun technique. The second benefit is that role play allows the students to have some experiments with language they have learned. The students will have a chance to apply some kind of expressions which is usually used in target language conversation. The third benefit is that role play provides a special opportunity to go beyond what has been taught in class and to draw on the full range of their language competencies. It gives the students a great chance to apply what they have learned in the class. The students also can make some improvements in their role play performances. The fourth benefit is that role play engages the learner physical activity. By having role play as a learning activity in the class, it forced the students to have some kind of physical activities. When the students have their role play performances, they have to act as the role that they are played. The next benefit is that role play provides a context for understanding attitudes, expectations, and behavior related to the target culture. Before the students have their performances, they have to understand the culture background of their role. By understanding the culture background of their role in the role play, the students are expected to be able to have a good role play performance. The other benefits is that role play allows students to express who the students are, students’ sense of humors, and the students’ personal communication style. As one of the teaching technique, role play allows the students to express 18 themselves freely. The students are free to build up their expressions and their communication style during their performances. The last benefit is that role play offers good listening practice.

2.1.4 Vocational High School

Vocational high school is one of two forms of vocational education. According to Kotsikis in Mortaki 2012, vocational education is the form of education that aims to the acquirement of qualifications related to a certain profession such as art or employment or provides the necessary training and the appropriate skills as well as technical knowledge. So that the students are able to exercise a profession, art or activity, independently of their age and their training level, even if the training program contains also elements of general education. According to Mulyadi 2009, the term vocational education in Indonesia was born with the same basic idea as same as in other country. The aim of vocational high school based on Permendiknas No 6 tahun 2006 are to increase intelligence, knowledge, the identity, the nobel moral, as well as participants’ skill educated to live independent and followed education further in accordance with the program Vocational Education. In this case, the vocational school students are prepared to be ready to enter the labor market. As what Mayan and Nicodemo 2013 have stated on their paper that young people can enter the labor market with vocational high school. It means that vocational school students are more ready to enter labor market rather than senior high school students. Because senior high school students are prepared to continue their study in the higher level undergraduate degree.