30 students chose to agree and none of the students chose to disagree and to strongly
disagree. For question number eighteen, the students were asked whether role play could improve their creativity. The result showed that 59.25 or sixteen students
strongly agreed with this statement while 40.74 or eleven students agreed and none of the students disagreed and strongly disagreed. The students also gave
positive response on the statement that role play could improve their critical thinking skills. There were 40.74 or eleven students who strongly agreed with
this statement, 48.14 or 13 students agreed, and 11.11 or 3 students who disagreed, and none of them strongly disagreed. Question number twenty stated
that role play allowed students to speak naturally. The result showed that there were 44.44 or twelve students who strongly agreed 55.55 or fifteen students
agreed. It was concluded that the most of the students had a good perception that role play gave them advantages in improving their English skill.
B. Discussion
This section was divided into two parts. The first part was the implementation of role play in the speaking II class. The second part was the
students’ perceptions on the use of role play in Speaking II class. In this section, the researcher explained the details of the research results related to the use of role
play in Speaking II class.
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1. Implementation of Role Play
This part explained the resultof the observation conducted inSpeaking II class. The researcher presented the observation data conducted on 4 June 2014.
In the role play activity, the lecturer divided the students into groups of five to six students. The topic of the play was given by the lecturer. The topic of
the play was talk show. The lecturer gave the general topicwhich was talk show, and then the students had freedom to choose the theme of their talk show. There
were five groups in the class. Every group had different theme of the play. The themes were gay, horror film, election, health, and family. Every group was given
fifteen minutes to perform their play. The students prepared the play very well. They brought some properties to
support their performance. Some of them wore make up based on the character of the play. The dialog of the play was done by memorizing the dialogue of the
script, but sometimes the students did some improvisations spontaneously especially when they forgot their dialogue. The students were cooperative in their
group. They helped each other when performing the play. They helped the other members to set the properties and the settings of their play. They also gave some
clues when the other member forgot the dialogue by doing some gestures, whispering the words, or by doing improvisations to cover the other members
’ mistakes. The whole dialogue of the play was done in English. However,
sometimes the students used Indonesian if they forgot their dialoguewhile performing their play or if they gave some cluesto a member who forgot the
dialogue.
32 When a group was performing their play, the other groups paid a lot of
attention to that play. They watched the performance seriously even though sometimes they still did some preparation on their play, but overall they gave a lot
of attention to the other groups’ play. On the day of performance, the lecturer gave a little bit explanation in the
beginning of the class. The lecturer gave the explanation in English. After that, the lecturer just observed the play by sitting at the middle row of the class and gave
the score to the performance. Sometimes the lecturer took some pictures of the play and became the time keeper of the show. After all of the groups did their
play, the lecturer gave some additional information and explanation about the play.
As the conclusion, the whole play was done smoothly. The students had a good preparation. They were cooperative to their group. When a group was
performing their play, the other groups paid a lot of attention to watch the play even though some time was busy with their own group’s preparation. All of the
play was done in English. The students sometimes used Indonesian among their group to give some clues.
2. The Stu
dents’ Perceptions on the Use of Role Play in Speaking II Class
The researcher divided the statements of the questionnaire into three categories. The first category was about the implementation of role play. The
second category was about the advantages of role play in Speaking II class, and
