learning speaking, while the score which ranged from 2.50 until 4.00 was considered as the positive or good perception on the use of role play in learning speaking.
G. Research Procedure
This study was done through four steps. The first step was doing some observation started from October 26, 2007. The second step was making and
distributing the questionnaire. It consisted of finding the relevant statements to answer the problems. The respondents were asked to answer the statement related to
their experiences by putting a thick 9 in the column. The researcher distributed the questionnaire on Wednesday November 14, 2007 and Friday November 16, 2007.
However, before distributing the questionnaire, the researcher asked the lecturer’s permission first. The third step was doing the interview. The interview was
conducted on Friday November 24, 2007 and the researcher asked seven students to be interviewed. The last step was analyzing the result of the observation,
questionnaire and the interview. After analyzing the data, the researcher obtained information that can be used to answer the research problems based on the students’
perception. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter is divided into two main parts, they are: Research Findings and Discussion. The Research Findings consist of data taken from the implementation of
role play in speaking class, and the data from students’ perceptions on the use of role play in speaking class. Then, in the second part, the researcher presents the
discussion on the implementation of role play and the students’ perceptions on the use of role play in speaking class.
A. Research Findings
1. The Implementation of Role Play
To answer the first research problem as stated in chapter I, the researcher conducted some observations on Interactional Speech I class. In conducting the
observations, the researcher used check lists to gather data based on the theory of the features of a good role play and tips to succeed with role play. By using this
instrument, the activities in the classrooms during the teaching-learning activity were noted. Check lists were used to check the aspects of learning needed. The
observations were used to answer the first question, that is, how the implementation of role play technique reflects the features of a good role play.
From the observations, the researcher found out that the quality of role play was good. The implementations of role play was in accordance with the features of a
good role play and tips to succeed with role play which stated that role play should PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
be based on a familiar situation, allows the students to speak naturally, and develops the students’ creativity. The type of role play which used in this class was Simple
Role Play. The researcher found the fact that the role play was conducted by performing a drama that the students had prepared before. In this condition, the
lecturer gave the instruction to make a group of seven students at the most to choose the topic that they had to perform in the next meeting. The students were also asked
to make their own script, properties, and all supporting equipment. Sometimes, the lecturer gave a certain topic and also let the students choose their own topic
independently. However, each group could not have the same topic to be performed. From this observation, the researcher also invented that the students enjoyed learning
speaking through role play. The students could feel free to interact with their friends. They were also very creative to perform their play by making some properties,
scripts, and sound effects even though they still mixed the language between Javanese and English. Sometimes when they found difficulty in finding certain
English words for their conversation, automatically they substituted it with Javanese or Indonesian words.
1. Students’ Perceptions on Role Play
The description of data from questionnaire indicated that the students of Interactional Speech class were interested in using role play. Almost all of the
respondents 98.1 elected “Strongly Agree” and “Agree”. The students considered role play as an interesting technique in their class. They enjoyed learning speaking
through role play although it was new for them. The role play challenged the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
because it trained them to speak English in every meeting they had. More than a half of the total respondents 66.7 chose “Strongly Agree” and “Agree” to the
statement number seven You feel confident in presenting the play. However, some of them 33.3, 17 respondents, did not feel confident in presenting the play so that
they were not able to present the material very well. The students still felt shy or nervous to speak in front of the class.
According to Albert P’Rayan in “Role play games in English class”, the students’ creativity could be developed through role play that allowed them to use
their imagination so that they could create a fun play. As the data from questionnaire in this research, twenty eight respondents 54.9 chose “Strongly Agree” and
twenty three respondents 45.1 chose “Agree” as their answer. In the other words, it was proven that all of the respondents 100 believed that role play could
develop their creativity. This fact indicated that none of them chose “Strongly Disagree” or “Disagree” options against this statement.
As stated by Paulstan and Bruder 1976:70, role plays are exercises where the student is assigned an untrue role from which he has to improvise some kind of
behaviour toward the other role character in the exercise. Then, the students were helped to practise speaking and learn the language. From the total respondents, one
respondent 1.9 disagreed that the role play gave them more experiences. This data showed that there were 50 respondents 98.1 got new experience through role
play. The students considered role play as a beneficial thing for them and they also
believed that role play was effective to help them in learning speaking. The students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
