5. The presentation of the materials All respondent stated that the presentation of the materials had good
face validity. Relevant and interesting steps in the designed materials made the students felt comfortable and motivated them in learning speaking; the
layout and pictures could support the content of the materials.
4.2.2 Main Product Revision
After evaluating the designed material, the researcher revised the designed materials based on the respondent’s comments, feedback, and
suggestions. There was a need to conduct a deeper exploration on the existing part of the designed materials. In order to create better designed materials,
the researcher revised the materials based on respondents’ opinions and
suggestions, as follows: 1. Related to some grammatical mistakes, the researcher revised those
grammatical mistakes of the designed materials. 2. Related to the same misspelling mistake, the researcher revised those
misspelling mistakes of the designed materials. 3. As respondents suggested, that some instructions were not well
formulated, the researcher revised the instruction in order to be clearer to follow by the participants.
4. As respondent suggested, that the lesson plan were not well formulated, the researcher reorganized some parts in order to be clearer and met the
purpose of the lesson plan.
4.2.3 Main Field Testing
Having done all revisions from the preliminary field testing, the researcher implemented the designed material. The participants in the main
field testing were the students of hotel accommodation class grade XI of Sewon Vocational School 1. The researcher implemented the design which
consists of three units for six meeting 15 contact hours. The description of the teaching and learning activities clearly describes in t he field notes on
appendix 5.
4.2.4 Operational Product Revision
After the implementation of all units was done, the researcher distributed questionnaires to 32 students of grade XI hotel accommodation
class of Sewon Vocational School 1. The students have the obligatory to give their opinions and suggestion by completing the provided questionnaires.
Table 8. The Result of Respondent’s Opinions of the
Implementation Process Closed Questions No
Statement Frequency of points
of agreement
1 2
3 4
∑ 1
Role play technique motivates you more in learning English speaking.
75 25 100
2 Role play technique improves your speaking skill.
6 72
22 100 3
Role play technique improves your self confident when you speak in front of people
3 69
28 100 4
The designed material is suitable to the real hotel management which you want to learn
3 63
34 100 5
The designed material is suitable to the real hotel management.
66 34 100
Average 0 2.5 68.75 29 100
Table 9. The Result of Respondent’s Opinions of the Implementation
Process Open Questions No
Statement Number
1. How do you think the learning English speaking through role play in
general? a. Fun
11 33
b. Improve students self confident 11
33 c. Give students motivation to learn English
8 25
d. Other rather difficult, new learning atmosphere 2
9 2. Do you find any difficulty in learning English by using role play?
a. In memorizing the dialogue 12
38 b. Lack of self confident
8 26
c. Students felt nervous 4
12 d. Lack of preparation
4 12
e. Other couldnt understand the context, not serious in learning English
4 12
3. What is are the advantages of using role play? a. Improve students self confident
18 57
b. Improve students speaking skill 3
10 c. The materials are easier to be understood
3 9
d. The materials are suitable to the real work situation 3
9 e. Other fun, encouraging, enrich the lists of vocabulary
5 15
4. What is are the disadvantages of using role play? a. There is no disadvantage
10 32
b. Lack of preparation 10
31 c. Need a longer contact hour
8 25
d. Other tiring, a crowded classroom situation 4
12 5.
Mention the things that should be improved if role play will be used in teaching and learning activity
a. Held the role play activity more often 11
33 b. Need a longer preparation
7 23
c. Need supporting properties 6
19 d. Other the teacher gives the example, the teacher provides the
property 8
25
In summary, the students liked the designed materials, since the designed materials were able to motivate the students to learn English
speaking lesson and to improve students’ speaking skill .
The content of the materials is suitable to the real hotel management. Based on the collected
data, the researcher then found some strength and weaknesses of the designed materials which used role play as the technique. The strength laid on the
improvements of students’ self confidence as follows: 1.
The impro vement of students’ motivation in learning English.
Using fun technique as role play was able to motivate the students’
motivation in learning English speaking. 2.
The improvement of students self confidence, students did not feel shame when they have to act as someone else within the role play
performance that they did. 3.
The material is suitable for hotel management real situations. 4.
The students had a space to share and develop their ideas toward specific situations. Within their group, they were able to rearrange
the conversation freely using the list of expressions and vocabulary which is provided on the module.
5. Students could give comments for their friends’ performance
directly right after the performance is done. Thus, they could also learn from others
’ mistakes. 6.
Using role play technique made the students able to understand the materials better. Students felt free in acquiring a new material,
they felt just like playing role play game instead of studying.
On the other hand, some weaknesses were also found in the implementation of the speaking materials using role play, as follows:
1. The researcher found it was hard to ask students to perform their performance without bringing a little note with them.
2. Some students did not pay much attention to their friends who performed their performance in front of class; during the performance
some of them prepared their own performance. 3. Because of lack of preparation and feeling nervous in from of the
class, some students found difficulties in memorizing their dialogue, thus they made a “ridiculous” mistake when they had to perform their
performance.
4.3 The Presentation of the Designed Materials
In order to answer the second questions in the problem formulation, the researcher presents the final version of the designed materials in this part.
The designed materials consist of three units and topics. Those are presented in the table below:
Table 10. List of Units and Topics of the Designed Materials
UNIT 1 HANDLING PROBLEMS AND COMPLAINTS
UNIT 2 PHONE CONVERSATION
UNIT 3 MY DUTIES AS A HOTEL STAFF
