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respondent, but also the average score based on the category of the questions. As what written in questionnaire, there were three categories in the questionnaire.
The first category was about the students’ perceptions on the use of role play. The second category was about the advantages of role play for the students. The last
category was about the implementation of role play in class XI of Tourism Department.
4.2 Discussion
This section consisted of two parts, namely the implementation of role play and students’ perceptions on the use of role play. In this section, the
researcher presented the detail description based on the findings on the previous section about the implementation of role play in the class and students’
perceptions on the use of role play.
4.2.1 The Implementation of Role play
Based on observation on XI grade of Tourism Department in SMK Negeri 7 Yogyakarta about the implementation of role play in the class, that role play
which had conducted in the class were held by performing a story which had prepared by the students. The topic of role play was based on students’ daily life
situation. As what stated by Doff 1990 about the definition of role play that role play is a way of bringing situation from real life into the classroom Based on the
definition of role play, so that the teacher gave the topic of role play based on students’ daily life situation to make the students easy when they had to made the
script of role play.
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Overall, the students’ performances in the role play were good. They were able to make the learning activity became more enjoyable than before. They could
entertain the audience by giving some improvement through their performances. On the previous meeting before the day of role play’s performance, the teacher
also gave a clear instruction about what the students should did and prepared for the role play. They should prepare the dialogue script and the properties which
can be used by the students in their performances. However, the instruction which was given by the teacher used mix language.
The teacher used mix language in order to make sure that the students were able to do the instruction which had given by the teacher correctly. The
teacher also divided the students in the class into some small groups which consisted of two to three members for each group to make it more efficient. On
the day of role play’s performance, the teacher told the students about the goal of role play. In addition, the teacher gave information about the scoring criteria of
the role play. The scoring criteria were including the content of role play, fluency, grammar, the diction, and the pronunciation. The teacher also gave time limitation
for each group. It was about five to ten minutes for each group to show their performance. The teacher gave time duration in order to make every group of
students are able to had their role play performance. The time 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.
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4.2.2 The Students’ Perceptions on the Use of Role play
Based on the statement which had been written in the questionnaire, there were three categories of statement. The first category was about students’
perceptions on the use of role play. Most of the respondents in the class had good perception about the use of role play as a teaching technique. It was shown from
the data in questionnaire that most of respondents chose agree and strongly agree as their optional answers.
In order to present the detailed data, the researcher presented the average score of each statement category in the form of chart and table. The first
statement’s category was the students’ perceptions on the use of role play.
Table 4.1. Students’ Perceptions on the Use of Role play No
Respondents’ Opinion Number of Students
1 Strongly Disagree
2 Disagree
1 3
Agree 23
4 Strongly Agree
7
N 31
Table 4.1 showed the number of the students who had positive and negative perception by answering the first category of the question about the
students’ perceptions on the use of role play. There were only two respondents who had negative perception about the use of role play by choosing disagree as
their choice. However, the other respondents had their positive perception. There were twenty three respondents who chose agree and only seven respondents who
chose strongly agree as their choice.
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Figure 4.1. Students’ Perceptions on the Use of Role Play
Figure 4.1 described the first statement’s category in the questionnaire which consisted of five statements. It showed that most of the respondents in the
class had positive perception on the use of role play as a language teaching technique. The good perception of the students was shown by 58.06 from the
total respondents in the class chose agree and 22.58 from the total respondents chose strongly agree as their choice. However, only a few respondents who had
negative perception on the use of role play as a language teaching technique. There were only 2.42 from total respondents who had negative perception about
the use of role play. The second statements’ category was about the advantages of role play.
This category consisted of nine statements about the advantages of role play as a language teaching technique. Most of the respondents in the class showed their
positive perception about the advantages of role play. In order to present the detailed of the data, the researcher also presented the average percentage score of
the second category in form of figure.
Strongly Disagree
Disagree 3
Agree, 58.06
Strongly Agree,
22.58
Category 1 Students Perce ption on The Use of Role-
Play
Strongly Disagree Disagree
Agree Strongly Agree
Figure 4.2. The Advantages of Role Play
Figure 4.2 described advantages of role play
that most of the respondents advantages of role pl
respondents who had answered were 54.57 respondent
and 21.15 respondents who were only a few numbers
advantage of role play. There were 6 had the negative perception about the advantage of role play.
The researcher presented detail data about the number
perception about the advantages of role play.
Strongly Disagree Disagree
Agree Strongly Agree
Figure 4.2. The Advantages of Role Play
Figure 4.2 described about the second statement category. It was advantages of role play which consisted of nine statements. The figure
of the respondents in the class had their positive perception advantages of role play. The positive perception was shown by the
respondents who had answered the nine statements in the questionnaire. 54.57 respondent from the total respondents in the class who
and 21.15 respondents who chose strongly agree as their choice. However, there a few numbers of respondents who had negative perception
advantage of role play. There were 6 from the total respondents in had the negative perception about the advantage of role play.
The researcher presented the data in form of table in order about the number of students who had their positive
perception about the advantages of role play.
Strongly Disagree
Disagree 4.57
Agree 54.57
Strongly Agree
21.15
Category 2 The Advantages of Role Play
Strongly Disagree Strongly Agree
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ent category. It was about the statements. The figure showed
positive perception about the shown by the number of
in the questionnaire. There the class who chose agree,
their choice. However, there negative perception about the
otal respondents in the class who
table in order to give more their positive and negative
Strongly Disagree
