39 confident, accept people wholeheartedly, and accept the strengths and weaknesses
in the learning process in Play Performance class. In statements 10 and 11 analyzed one of the factors that influence
perception on the implementation of scripted role play. The factor that was related to the statements above was the situation. According to Gibson et al. 1985, the
press of time will exactly force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other managers
or superior. In statement 10, the total percentage of agreement level reached 82 and disagreement level reached 18. On the other hand, the total percentage of
agreement level in statement 11 reached 86.9 and disagreement level in statement 11 reached 13.1. The results showed that most of the students had a
positive perception in each statement. The agreement percentages of statements 10 and 11 were the same, they did not reached 90 but they were considered as the
higher percentage. The results above could be concluded that the students assured they could work under pressure with the dateline given.
Statements 12 and 13 investigated need as the factors that influence perception on the implementation of the scripted role play. According to Gibson et
al 1985, perceptions are significantly influenced by needs and desires. In statement 12, the total percentage of agreement level was only 67.3 and
disagreement level was 32.7. Besides, in statement 13 the total percentage of agreement level reached 95.1 and disagreement level reached 4.9. Statement
12, the agreement percentage was only 67.3. Comparing statement 12 to statement 13, the agreement level was lower than statement 13. However, the
40 results showed that most of the students had positive perception in each statement.
Based on Table 4.2, the students were allowed to speak naturally and the students could build creativity by performing scripted role play in Play performance class.
It indicated the needs of the students in the learning process of performing the scripted role play.
Next, statements 14 and 15 discussed the emotion as the factors that influence perception on the implementation of the scripted role play. Gibson et al
1985 say that strong emotions often warp perceptions. In statement 14, the total percentage of agreement level reached 91.9 and disagreement level reached
8.1. Then, in statement 15 the total percentage of agreement level reached 82 and disagreement level reached 18. Although the difference of the agreement
percentage in statements 14 and 15 was only 9.9, it could be summed up that the results showed that most of the students had a positive perception. The factor
emotion could make the students had a positive perception because they had the strong desire to perform the scripted role play.
In discovering the students’ perception on the implementation of the scripted role play in Play Performance class, the researcher also conducted an
interview to support the data from the questionnaire. There were thirteen students in the interview. Furthermore, in the interview there were two questions to find
out the implementation of the scripted role play. Based on the interview which was related to the implementation of the
scripted role play, for the first question, all of respondents said that they were happy to perform the scripted role play on the stage. Most of the respondents said
41 that they were happy because they could make audiences laughed while watching
them on the stage. The other respondents said that they were happy because they could perform well in front of audiences.
For the second questions in the interview, the twelve respondents agreed that the implementation of the scripted role play ran well in Play Performance
class. There was only one respondent said that the implementation of the scripted role play did not run well in Play Performance class. Moreover, respondent 4 who
did not agree with the question said that he did not exactly say and perform the dialogue in the script, but he improved it.
“For me not really because I also what is it improve, so I do not exactly run with the script a hundred percent but I also improve.” R4
Based on the data and discussion above, it indicated that the interview results were almost the same as the questionnaire results. For the first question in
the interview, most of the respondents agreed that they performed the scripted role play on the stage happily. Then, for the second question in the interview, there
were twelve respondents agreed that the implementation of the scripted role play ran well in Play Performance class. On the other hand, there was only one
respondent who did not agree with the statement above. Meanwhile, from the questionnaire results the researcher found that most of the students had a positive
perception toward the implementation of the scripted role play in Play Performance class. It could be seen from the questionnaire results which were
dominated by the positive percentages. Therefore, it could be concluded that the students had a positive perception toward the implementation of the scripted role
play in Play Performance class.
42
2. Students’ Perception of the Impact in Performing the Scripted Role
Play
This section aims to present the students’ perception of the impact in
performing the scripted role play. In order to find out the answers, the researcher distributed a questionnaire to 61 students in Play Performance class. The results
are presented in the Table 4.2 as follows:
Table 4.2 Students’ Perception of the Impact in Performing Scripted Role Play
No Statements
1 SD
2 D
3 A
4 SA
16. You learn the theory first and then practice the scripted role
play in Play Performance class. 1
1.6 23
37.8 33
54.1 4
6.5 17. You prepare all of needed
things to perform scripted role play.
1 1.6
38 62.3
22 36.1
18. You are eager to perform scripted role play well in the
D-day . 1
1.6 32
52.4 28
46 19. You practice pronunciation
fluency by performing scripted role play in Play Performance
class. 6
9.8 45
73.8 10
16.4
20. You learn
grammatical sentences
by performing
scripted role play in Play Performance class.
6 9.8
45 73.8
10 16.4
21. You get
comments and
feedback from your friends in your group during the process
of exercising and memorizing the scripted role play.
3 4.9
25 41
33 54.1
22. Scripted role play gives you 6
36 19
43 the
opportunity to
speak English better outside the
classroom. 9.8
59 31.2
23. Sometimes you
find difficulties to memorize the
script because of the language. 6
9.8 44
72.1 11
18.1 24. Your speaking fluency has
improved through scripted role play.
1 1.6
8 13.1
40 65.6
12 19.7
25. Your speaking accuracy has improved through scripted role
play. 1
1.6 7
11.5 45
73.8 8
13.1 26. You are able to work in a
group. 1
1.6 30
49.2 30
49.2 27. The lecturer prefers practicing
the scripted role play to talking.
2 3.3
3 4.9
53 86.9
3 4.9
28. The lecturer provides time limit to perform scripted role
play. 2
3.3 4
6.5 39
64 16
26.2 29. You maintain and establish
yourself to work in a group. 44
72.1 17
27.9 In Table 4.4 deals with the students’ perception on the impact of
performing the scripted role play based on each theory. Statements 16 to 18 dealt with perception on learning the scripted role play. For statement 16, it could be
seen that the total percentage of agreement level was only 60.6 and disagreement level was 39.4. It indicated that the students believed that they
learned the theory first then practiced the scripted role play. Although the agreement percentage was only 60.6, it could be considered as a good or
positive perception. In statement 17, the total percentage of agreement level was 98.4.
Looking at statement 18, the total percentage of agreement level was 98.4, it
44 showed that the total percentage of agreement level was the same. On the other
hand, the total percentages of disagreement level in statements 17 and 18 were also the same. There was only 1.6 of the disagreement percentage. Marton,
Dall’Alba, and Beaty 1993 state that perception on learning deals with belief and concept. The students believed that performing the scripted role play needed
knowledge to learn first. Having seen the positive result of each statement, it was clearly seen that most of the students had a positive perception toward the
perception on learning the scripted role play. Based on Table 4.2 above, statements 19 to 21 focused on the speaking
development of speaking ability. As seen in Table 4.2, statements 19 and 20 had the same percentages. The total percentage of agreement level in statements 19
and 20 reached 90.2. Meanwhile, the total percentage of disagreement level in statements 19 and 20 were 9.8. It showed that most of the students agreed with
each statement. Since the total percentage of agreement level reached 90.2. According to Harmer 1989, there are two elements of speaking, namely the
knowledge of language features and the ability to process information. The students agreed that they learned pronunciation and grammatical sentences in the
scripted role play. Comparing statement 20 to statement 21, the students agreed that they got
comments and feedback from their friends. It was showed that the total percentage of agreement level reached 95.1. Since it was high percentage, it could be
concluded that most of the students had a positive perception towards the statement. From the three statements about speaking development of speaking
45 ability, they could be seen and said clearly that most of the students had a positive
perception because the agreement percentage of each statement was more than 50.
In addition, statements 22 to 29 dealt with the teaching speaking. For statements 22 and 23, they had the same of the agreement and disagreement
percentages. There was only 9.8 of the disagreement percentage. On the other hand, the total percentage of agreement level was 90.2. Rivers 1968 states the
teaching of speaking skill is more demanding on the teacher than teaching of any other language skills. In statement 22, the students assured that they got the
opportunity to speak English better. From statements 22 and 23, they could be concluded that most of the students had a positive perception since the total
percentage of agreement level reached 90.2. Next, the total percentage of agreement level from statement 24 was 85.3
and for the total percentage of disagreement level was 14.7. Regarding to statement 25, the total percentage of agreement level was 85.3 and disagreement
level was 13.1. It could be said that most of the students agreed that their speaking fluency and accuracy had improved through scripted role play. Bailey
and Savage 1994 suggest five principles in teaching speaking. For statements 24 and 25, one of the principles in teaching speaking was giving students practice in
fluency and accuracy. Statement 26 was related to statement 29. Both of them concerned the
ability working in a team work. The total percentage of agreement level from statement 26 reached 98.4. Then the total percentage of disagreement level was
46 1.6. Comparing statement 26 to statement 29, the total percentage of agreement
level reached 100, the highest percentage. Based on the result, all of the students could work in a group. Bailey and Savage 1994 suggest that one of the
principles in teaching speaking is the importance of group work. Then, statement 27 had 91.8 of the agreement percentage and 8.2 of
the disagreement percentage. It showed that more than 90 students in Play Performance class agreed that the lecturer prefers practicing the scripted role play
to talking. Responding to statement 28, the total percentage of agreement level was 90.2 and disagreement level was 9.8. There were only some of the
students who did not agree that they had time limit to perform the scripted role play.
Based on Table 4.2, it could be concluded that most of the students had a positive impact of the implementation of the scripted role play. Since the
percentage of agreement level was about 50. In addition, most of the students agreed with statements 16 to 29.
In order to obtain the deeper information and more data for supporting the results of a questionnaire about the impact in performing the scripted role play in
Play Performance class, the researcher also conducted an interview with thirteen respondents. The questions were related to the improvement of speaking ability
after performing the scripted role play. Based on the results of the interview, there was only one respondent who said that there was no improvement of his speaking
ability after performing the scripted role play on the stage.
