The Implementation of Role Play
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that one of the goal of role play was to make students are able to speak in target language naturally and actively. It was proven by the number of students who had
chosen statement number 3 which stated that role play can be a media for the students to be able to speak in English actively. There were 28 students out of 31
students or 90.32 agree with that statement and 3 students or 9.68 from total respondents strongly agree that role play can be a media for the students to be able
to speak in English actively. Another goal of role play, as what had been stated by Doff 1992 that in
role play, the students needed to imagine a role, a context, or both and improvise a conversation. It meant that role play need students’ creativities. It was proven by
the number of students who had chosen statement number 4 which stated that role play could increase students’ creativity. There were 29 students or 93.55 and 3
students or 9.68 who agree and strongly agree with the statement. They were free to express not only their creativity, but also their sense of humor, and their
personal communication style. As what Doff 1992 stated that one of the benefits of role play was that role play allowed the students to express who they are, their
sense of humor, and their own personal communication style. Some of the total respondents gave their positive responds to the
statement which stated that role play was an effective media to increase the students’ fluency to speak in English. There were 21 students or 67.74 who
agree and 10 students or 32.26 strongly agree with statement. Based on the interview with some respondents, they thought that the use of role play was
suitable for the students in tourism department. Some respondents said that in the
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future they would work in tourism field as a tour guide, travel agent, etc. It forced them to deal with many foreigners. It made them being forced to learn English.
They had to be able to have a good speaking ability. In their opinion, role play was an effective teaching technique which was suitable and effective to use in
English learning process in the class. As what had been stated by Pintrich and Schunk 1996, motivation give
some effects to the reason and the way people learn as well as how they perform. It means that there is a relationship between students’ learning motivation and
students’ learning achievement. According to Chun-Shih and Gamon 2001, the relationship between those two things are that motivation can be the best predictor
of students’ learning achievement. In order to find the relation between students’ learning motivation and students’ learning achievement in XI grade students of
tourism department in SMK Negeri 7 Yogyakarta, the researcher distributed a questionnaire which one of the statements stated that through role play students
are motivated to speak in English. Some respondents, 22 respondents or 70.97 from the total respondents agree and nine respondents or 29.03 strongly agree
with the statement that they were more motivated to speak in English through role play. They became more motivated to speak in English when they saw their
friends’ performances. The data also showed that there were 25 students or 80.65 from the total
respondents who gave their positive responds to the statement which stated that the students were able to learn some new expressions which was used in their
friends’ performance statement number 14. Those 25 students or 80.65
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respondents agree with the statement that they could learn some new expressions which were used in their friends’ performance. Some students, 6 students or
19.35 strongly agree with the statement. They can learn some new expression which will be used in tourism field as their work field in the future. The students
should be able to know and understand the meaning of the word and the expression which was used by the students in order to avoid some
misunderstanding when they used some kind of expressions not only in role play activity, but also in their real life.
From the additional data which was gathered from the questionnaire, most of students or respondents in the class gave their opinion about the effectiveness
on the use of role play. In their opinion, role play was an effective technique which was suitable to be used in as a language teaching technique in the class.
They stated that role play could build their personal confident and it could be motivating the students to be able to speak in English. The students also gave
some suggestion to some players of role play to bring some supporting properties to support their performances. It made the audience could understand not only the
story of the role play, but also the message that wanted to be delivered to the audience.
From the data, the central tendency showed that the mean score of the respondents was three point fifteen. In order to find the mean score, the researcher
calculated the average score from total respondents then divided by the total score of respondents. For the median score, the result was three point zero and the mode
was three point zero. The researcher not only calculated the average score of each
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respondent, but also the average score based on the category of the questions. As what written in questionnaire, there were three categories in the questionnaire.
The first category was about the students’ perceptions on the use of role play. The second category was about the advantages of role play for the students. The last
category was about the implementation of role play in class XI of Tourism Department.