26
1. Implementation of Role Play
This part answered the first research question stated in the first chapter. The first research question was
“How is the role play technique implemented in speaking II class?” The researcher answered this research question by conducting
an observation in class F of Speaking II class. In conducting the observation, the researcher used a checklist to collect the important data about how Role Play was
developed in Speaking II class. From the observation, the researcher identified that the students did good
preparation before performing the play. They even brought some properties to support their performance. Some groups used power point and the other groups
brought some electronic tools such as blender, and others. They also wore costume and make up to support their characters in the play. As stated by
Littlewood 1981, in role playing, the learners are asked to imagine that they were in the real situation that happens in the daily life. Then, they are asked to
adopt a specific role from the situation and act as if they were in that situation. From the facts which were taken from the observation, it was concluded that the
students were well prepared in performing their play. The researcher also identified that while performing the play, the students
were cooperative; not only in their group but also to the other groups. They paid a lot of attention while the other groups performed the play. The researcher also
identified that every group had good teamwork. They helped each other during the performance. They gave some clues if there waswere group members who
forgot the dialogue or forgot what should be done during the performance. The
27 students were looked enthusiastic while they were
watching other groups’ performance. They paid a lot of attention when the other groups were performing
their play. They focused on the other groups’ play; they did not disturb the other
groups’ performance and did not make a lot of noise. They also were not busy preparing their own group’s performance because they had already a good
preparation before the D-day of the play. In the whole activity of the play, the students learned how to work in a group and how to interact with the other people
from other groups. As stated by Joyce and Weil 2000, that role-playing is a teaching strategy that emphasizes the social nature of learning, and see
cooperative behavior as stimulating students’ booth socially and intellectually that fits within the social family of models.
Another factor that the researcher observed was the script of the play. The students were given one general topic from the lecturer. The topic was about a talk
show. The students were given freedom to decide the theme of their talk show. Every group prepared the script and the movement, and did some preparation as
well as they could. During the performance, there were some students who forgot the script or the act. To solve that situation, they started to speak and act
spontaneously. It could increase their speaking ability by speaking spontaneously. From that fact, role play had some advantages to improve interpersonal skills
Teahan, 1975, improve communication skills Huyack, 1975, and enhance communication Ettkin Snyder, 1972.
Kategori