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.
47 “I do not think that there is improvement of my speaking ability, I think it
is just the same as I before performing the scripted role play.” R4 The twelve respondents agreed that they got some improvements between
after and before performing the scripted role play in Play Performance class. They said that they could increase their confidence to speak in front of people, could
learn how to pronounce the difficult words, and could learn the grammatical sentences. The respondent 13 revealed that the script of the role play was not
modern like in this era and she could not memorize the sentences therefore it was hard for her to remember the sentences.
“Because the script is a little bit old so the language used is a little bit strange and not familiar and then it is quite hard to memorize the line.”
R13
Based on the results of the interview, the researcher could conclude that most of the students agreed that they got improvement or impacts after performing
the scripted role play in Play Performance class. The results of the interview were the same as the results of the questionnaire. Most of the students had a positive
perception in performing the scripted role play on the stage in Play Performance class.
3. Stu
dents’ Perception in Performing the Scripted Role Play
In this section, the researcher discusses the student s’ perception in
performing the scripted role play. The researcher used a questionnaire and it was distributed to 61 students in Play Performance class. The data is presented in
Table 4.3.
48
Table 4.3 Student
s’ Perception in Performing the Scripted Role Play
No Statements
1 SD
2 D
3 A
4 SA
30. You have your role in performing scripted role play.
1 1.6
5 8.2
33 54.1
22 36.1
31. You know and understand your role in performing scripted role play.
3 4.9
37 60.7
21 34.4
32. You have scene and plot to perform scripted role play.
1 1.6
4 6.5
39 64
17 27.9
33. You learn and perform the expression based on the script given.
1 1.6
3 4.9
36 59.1
21 34.4
Golebiowska 1990 confirms that a role play is a communicative activity in which the learners are given a task to complete. The students had the task in
Play Performance class. The task is to perform scripted role play on the stage outside the campus. The total percentage of agreement level in statement 30 was
90.2. Meanwhile the total percentage of disagreement level was 9.8. It could be said that most of the students considered that they had their own role in
performing the scripted role play. Statement 31, the total percentage of agreement level reached 95.1 and
disagreement level was only 4.9. Since the agreement percentage was high, it could be summed up that the students agreed that they knew and understood their
role in performing the scripted role play. In statement 32, the agreement percentage was 91.9 and disagreement percentage was 8.1. It showed that the
students agreed that they had the scenes and plots to perform scripted role play. Then, the total percentage of agreement level in statement 33 was 93.5 and
disagreement level in statement 33 was 6.5. Seemingly, the students agreed that they learned and performed the expressions based on the script.
49 Based on Table 4.3, the agreement percentage of each statement was more
than 90. In other words, most of the students agreed with the performance in performing the scripted role play. Regarding the result of each statement, it can be
concluded that most of the students had a positive perception about the implementation of the scripted role play. They learned the scripted role play and
how to perform the scripted role play by understanding the scenes, plots, roles, and expressions.
4. Students’ Evaluation in Performing the Scripted Role Play
The aim of this section is to present the results of students’ evaluation in performing the scripted role play. In discovering the data, the researcher used a
close-ended questionnaire and it was distributed to 61 students in Play Performance class. The results of the questionnaire are presented in Table 4.4.
Table 4.4 Students’ Evaluation in Performing the Scripted Role Play
No Statements
1 SD
2 D
3 A
4 SA
34. You are motivated to speak through scripted role play.
1 1.6
5 8.2
38 62.3
17 27.9
35. You have
achieved successful
performance after
performing scripted role play in the D-day.
1 1.6
34 55.8
26 42.6
36. You perform the character of your scripted role play
successfully without mistake.
4 6.5
21 34.5
30 49.2
6 9.8
As presented in Table 4.4, the data showed that there were three statements. In statement 34, the total percentage of agreement level was 90.2
and the total percentage of disagreement level was 9.8. Seemingly, most of the
50 students agreed that they were motivated to speak in front of people through the
scripted role play. Then, in statement 35 the total percentage of agreement level reached
98.4. Moreover, the total percentage of disagreement level was only 1.6. Based on the result, it could be concluded that most of the students achieved the
successful performances of the scripted role play on the performance day. In statement 36, the total percentage of agreement level was only 59 and
the total percentage of disagreement level was 41. There was only 18 difference between the agreement and disagreement percentage. Meanwhile,
statement 36 could be categorized as a good percentage. From the three statements in Table 4.8, they could be concluded that most of the students had a positive
perception on the students’ evaluation in performing the scripted role play. Based on Table 4.4, it could be concluded that most of the students agreed
with the three statements. The three statements represented the evaluation of the students after performing the scripted role play. Thus, it is considered that the
students had a positive perception toward the evaluation in performing scripted role play.
51
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations about the research. The researcher divides this chapter into two parts. The first part is about
the summary of the research results and the second part is about the recommendations for the lecturers, students, and future researcher.
A. Conclusions
There were two research problems formulated in this research. The first research problem was about the implementation of the scripted role play to
improve speaking ability in Play Performance class and the second research problem was about the students’ perception on the use of the scripted role play to
improve speaking ability in Play Performance class. For the first research problem, the implementation of the scripted role play
has been applied well in Play Performance class. Since the lecturers gave the facilities and scripts to the students. The lecturers also asked the students to
prepare everything, including the properties. It forced the students to create everything creatively. The students also enjoyed the learning process through the
scripted role play in Play Performance class. Then the result of a questionnaire and an interview were used to answer the
second research problem. There were four categories in investigating students’ perception on the use of the scripted role play. The first category was about
