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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
29 IIclass. It was concluded that most of the students were interested in the use of
role play in Speaking II class. Furthermore, 29.62 or eight students strongly agreed that role play was
an effective technique that should be used in Speaking II class, 62.96 or seventeen students. There were 7.40 or two students who disagreed that role
play was an effective technique that should be used in Speaking II class and none of the students strongly disagreed. From the result of the questionnaire, it was
concluded that role play was an effective technique to be used in Speaking II class.
Role play was effective because the students couldgain knowledge from the role play. The students could improve their pronunciation, fluency, creativity,
and also the critical thinking skill. The other effectiveness of role play was it allowedthe students to speak naturally and to learn some new expressions from
their play and the other groups’ play. In role play, the students had to imagine the role and the context. Then,
they improved a conversation. One of the benefits of role play was role play allowed students to express who they are, their sense of humor, and their personal
communication style Doff, 1992. Based on the data collected from the statements of the questionnaire about the advantage of role play in Speaking II
class, it was concluded that most of the students could feel the benefit of role play in Speaking II class. From the questionnaire in questions number fifteen, sixteen,
and seventeen there were 74.04 or twenty students who strongly agreed that role play improved their pronunciation, fluency, and accuracy. While 25.92 or seven
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