The Implementation of Role Play

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 The same as the result from questionnaire, the central tendency showed that the mean score of the respondents was three point eleven 3.11. To count the mean score, the researcher counted the average score from all of the respondents and then divided the score by the total number of the respondents. For the median score, the result was 3.00. Furthermore, the mode was 3.00 and there were 13 respondents whose mean score was 3.00. Besides counting the average score of each respondent, the researcher also counted the average score based on the questions categories. As stated in the questionnaire blueprint, there were four categories in this questionnaire. The first one category was based on the students’ perceptions of the use of role play in learning speaking. The second one was based on the students’ perceptions of a good role play. The third one was based on the students’ perceptions on the role play contributions toward the students’ speaking ability. And the last one was based on the students’ experiences on the use of role play in speaking class as the player.

B. Discussion

1. The Implementation of Role Play

In the Interactional Speech class, the role plays were conducted by performing some stories that the students had prepared before. The students might make the stories based on their imagination or adapt the stories from movies or fairy tales. The group consisted of seven students at the most and usually the students could make a group on their own. Besides making their own stories, the students also had to provide their group with some properties which were suitable for their story.