Data Analysis Technique METHODOLOGY

32 25 th , 2014 in XI Grade of Tourism Department in SMK Negeri 7 Yogyakarta. During the observation, the researcher used an observation checklist to get the data. By using observation checklist, the researcher was able to record the learning process and which had happened in the class. Based on the observation, the researcher found some facts. Those facts came from the students and the teacher. The first fact showed that the students were very interested and enthusiastic with role play as a teaching technique. All of the students paid attention to their friends’ performances. The students also prepared everything before they had their performance. They prepared the dialogue script and were also practicing before the performance. There were some students who brought some properties to support their performance. As what had been explained by Richard-Amato 1996 that role play can improve students’ ability to work cooperatively, the researcher found a fact that the students were able to work cooperatively not only when they had to show their role play performance, but also in preparation before they had their performance. The second fact showed that role play was implemented well in the class. Based on the observation, the teacher gave a clear instruction to the students in previous meeting and on the performance day. It made the students did the role play correctly. However, the instruction which was given by the teacher not only used English, but also bahasa and javanesse. The teacher used mix languages only to make sure that the students were able to do the instruction correctly. 33 The teacher also gave some explanations about the goal of the role play activity. The teacher did not give any corrections to all of the students about the students’ grammar mistakes after the role play activity. The reason was because it would take longer times. So, the teacher only gave some comments on several groups. The teacher also gave the duration to every performance. The duration was about five to ten minutes for each group. The teacher gave time duration to make every group of student were able to have their role play performance in one meeting. The duration was not including the preparation for each group. In role play, the teacher gave a freedom to the students to express their feeling through role play. On the other hand, the teacher also faced some challenges to use role play as one of the teaching technique. The first challenge was that the teacher found some difficulties to decide the learning topic which can be used in the role play. Based on the interview, it was difficult for the teacher to decide the learning topic which can be used as the role play’s topic. However, the teacher tried to match the learning topic which can be used as the role play’s topic. The second challenge was that the students had poor speaking skill. The teacher felt surprised when the first time the teacher knew that the students’ speaking ability were so bad. Based on the interview, the teacher had tried some teaching technique to improve the students’ speaking ability. One of the teaching techniques which had been tried by the teacher is role play. The teacher used role play because it is a suitable teaching technique and learning activity to be used for Tourism Department’s students in SMK Negeri 7 Yogyakarta. 34

4.1.2 Students’ Perceptions on the Use of Role Play

The description of the data which was taken from questionnaire shown that all of the XI grade students were interesting to used role play as one of teaching technique in the class. It was proven by the percentage of the students who were agree that role play was one of interesting teaching technique to teach English especially to improve their speaking skill. It was 77.42 of the total respondents or 24 students out of 31 students agree and 22.58 of the total respondents or 7 students strongly agree with the statement that role play was an interesting technique to teach English especially to improve the speaking skill. It meant that 100 of respondents or 31 students in that class agree if they were very interested when they had to show their performance in front of the class. They enjoyed their friends’ role play performance. Some of the students felt that they became more confident when they had to perform their performance. As what the researcher stated in questionnaire at statement number 7 that students were more confident when they had their performances. There were 19 students or 61.29 and only 2 students or 6.45 from total respondents who agree and strongly agree that they became more confident when they had their performance. However, only 10 students or 32.26 from total respondents disagree with the statement. They were not confident to perform their performance and it made them could not present their role play optimally. As what had been stated by Oyabu in Haruyama 2010 that role play and drama are suitable for making an environment in which students do not remain silent but rather can naturally speak in and listen to the target language. It means