Processing Data Research Procedure

27 students were looked enthusiastic while they were watching other groups’ performance. They paid a lot of attention when the other groups were performing their play. They focused on the other groups’ play; they did not disturb the other groups’ performance and did not make a lot of noise. They also were not busy preparing their own group’s performance because they had already a good preparation before the D-day of the play. In the whole activity of the play, the students learned how to work in a group and how to interact with the other people from other groups. As stated by Joyce and Weil 2000, that role-playing is a teaching strategy that emphasizes the social nature of learning, and see cooperative behavior as stimulating students’ booth socially and intellectually that fits within the social family of models. Another factor that the researcher observed was the script of the play. The students were given one general topic from the lecturer. The topic was about a talk show. The students were given freedom to decide the theme of their talk show. Every group prepared the script and the movement, and did some preparation as well as they could. During the performance, there were some students who forgot the script or the act. To solve that situation, they started to speak and act spontaneously. It could increase their speaking ability by speaking spontaneously. From that fact, role play had some advantages to improve interpersonal skills Teahan, 1975, improve communication skills Huyack, 1975, and enhance communication Ettkin Snyder, 1972. 28

2. Students’ Perceptions on the Use of Role Play in Speaking II Class

This part used the data from the questionnaire about the use of role play in Speaking II class. The first theme was about the students’ previous experience in using role play in the speaking class; whether in junior high school, senior high school, or in the previous semester. From the statement, the researcher found that there were 59.25 or sixteen students out of 27 students strongly agree that they had previous experience in using role play in speaking class; whether in junior high school, senior high school, or in the previous semester. There were 29.62 or eight students out of 27 students agree that they hadprevious experience in using role play in speaking class; whether in junior high school, senior high school, or in the previous semester. On the other hand, 11.11 or three students disagree that they have previous experience in using role play in speaking class; whether in junior high school, senior high school, or in the previous semester. This statement was used to identify the students’ first impression of role play in the speaking class; whether they had been accustomed with role play in the speaking class. From the data resultof the questionnaire, the researcher found that there were 33.33 or nine students out of 27 students strongly agree that they were interested in the use of role play in Speaking II class. There were 51.85 or fourteen students agreed that they were interested in the use of role play in Speaking II class while 14.81 or four students disagreed that that they were interested in the use of role play in Speaking II class and none of them were strongly disagreed that they were interested in the use of role play in speaking