The Implementation of Role Play Perceptions on Role Play

59,3 37,8 2,9 1 2 3 4 practice to the participants, allows students to speak naturally, and develops the participants’ creativity . Figure 4.2. The Students’ Perceptions on a Good Role Play Similar to the previous descriptions, this category which consisted of four questions also had positive responses from the respondents. The examples of the statement were: Role play should be conducted based on a familiar situation, Role play gives extensive speaking practice, Role play allows students to speak naturally, and Role play develops the students’ creativity. Number 4 “Strongly Agree” option and number 3 “Agree” option were chosen by almost all of the respondents. As much as 20 respondents 37.8 chose “Strongly Agree” and 31 respondents 59.3 chose “Agree” in this category. This data showed that most of the respondents agreed to statement of a good role play. It showed that they had a good perception of a good role play. Meanwhile, there were 2 respondents 2.9 who disagreed to this category. The third category was based on the students’ perceptions on the role play contributions. This category consisted of five questions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 11,5 68,7 19,8 1 2 3 4 Figure 4.3. The Perceptions on the Role Play Contributions The figure 4.3 showed that most of the respondents believed role plays contribute beneficial effects to them in learning speaking. The data revealed that there were some advantages brought by the role play. Here, the students believed that role play was beneficial for them. There were 35respondents 68.7 chose “Agree” number 3 and 11 respondents 19.8 chose “Strongly Agree” number 4 to this category. And the rest of the respondents 11.5, 6 students, chose number 2 “Disagree” and none of them chose number 1 “Strongly Disagree” 0. The first advantage was that role play helped them to practice their speaking ability more often and deeply. It could be probably due to that there were many aspects could be increased through role play such as, grammar, pronunciation, and vocabulary. Besides that through role play, they could also give some expressions to each sentence they spoke. It was supported by the questions from the questionnaire number 20 up to 23. The majority of them had the similar opinion or agreed to each statement. The second was the mentality aspect. Through role play they could develop their mental so that they did not feel afraid to speak in front of people. It was supported by questions number 9, 16, and 17. For question number 9, as much as 36 respondents 94.1 agreed to this statement. Whereas for question number 16, From 51 respondents, there were 5 22,1 58,8 19,1 1 2 3 4 respondents 10 chose “disagree”, 37 respondents 72 chose “agree”, and 9 respondents 18 chose “strongly agree”. It specified that most of the respondents felt motivated to speak by using role play. Furthermore, in the questionnaire result of number 17, showed that 12 respondents 24 chose “strongly agree”, 29 respondents 56 chose “agree”. It was concluded that the majority of the respondents believed that role play could help them to have a better progress learning by reinforcing the students’ self confidence. Moreover, the third advantage was that the role play could give them enough space to develop their creativity. They could do some improvisations when they forgot the part of the dialogue that they had to speak up. They also could make their own properties to support their performance in playing their role so it can attract the audience to pay attention during the play. It was supported by the data showed in the result of questionnaire number 15. There were 100 from the respondent answered that role play developed their creativity. It showed that they were not forced to do this kind of activity. As soon as the students accepted this technique, they could do the best of them because they perceived the role play as an interesting and exciting technique in learning speaking. Figure 4.4. Students’ Experiences in Using Role Play For the last category, more than 50 respondents chose “Agree” to each statement on this category. It was shown by number 3 that indicates “Agree” option, there were 30 respondents 58.8. However, none of the respondents 0 chose “Strongly Disagree” option number 1. Furthermore, number 2 indicated “Disagree” option which was chosen by 12 respondents 22.1. And the last option was “Strongly Agree” number 4 with 10 respondents 19.1. For additional information, there were four questions in this category. From the result of questionnaire, the answers were also divided into two types of groups. One group had a good or positive perception which had average score in range 2.50 up to 4.00, and the rest was a group that had a bad or negative perception which had average score in range 1.00 up to 2.49. First of all, the researcher categorized the data based on the indicator stated in questionnaire blueprint. After that, the researcher makes the data tabulation to make the calculation easier. Then, from the calculated data, the researcher found out that all of the respondents had good or positive perception on the use of role play in their speaking class. It was supported by the data that showed the minimum score was 2.50 and the maximum score was 3.70. The central tendency data showed that the most frequent score was 3.00, and the number of this group was 13 respondents. The students who had good perception on the use of role play in speaking class were able to enjoy doing the play. Moreover, by doing the play, they felt that it gave them benefits to practice their speaking skill to make improvement in their learning. The students also interpreted role play as a good, interesting, and exciting learning technique. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 CHAPTER V CONCLUSIONS AND SUGGESTIONS This chapter presents two parts, namely conclusions and suggestions. The first part deals with the conclusions of the research. The second part deals with the suggestions for the students, lecturers, and next researchers.

A. Conclusions

As stated in chapter I, this study was aimed at understanding the process of role play technique in learning speaking and finding out the students’ perceptions on the use of role play technique in speaking class. From the observations, the researcher found out that the quality of the role play implementation was good. The implementations of role play technique was in accordance with the features of a good role play and tips to succeed with role play which stated that role play should 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 students were asked to perform the role play which they had prepared before. The topic of role play was decided either by the lecturer or by the students. However, each group could not have the same topic. Besides that, the students were also asked to make their own script and property. Obviously, the students’ creativity was truly needed. It was also found that students enjoyed their learning technique. Although, sometimes they had difficulty in the language such as in the pronunciation and word choice but they could still perform their play well. The only weakness was in the number of group’s member. The number of group’s member was too big. The results of questionnaire and interview which were used to answer the second research problem showed that all of the students’ perceptions on the use of role play technique in speaking class were good or positive. It means that 51 students had 2.50 until 4.00 range score. In the first category that based on the students’ perceptions of the use of role play technique in learning speaking, as much as 45students 88 had good perceptions by selecting “Agree” and “Strongly Agree” option in this category. The second category which was about the students’ perceptions on a good role play, gained some positive responses from the students. There were 49 students 97,1 who agreed with the criteria of a good role play proposed in this category. Then, for the category which asked the students’ perceptions of the role play contributions, the result showed that most of the students 88,5 agreed that role play had some contributions to help them in learning speaking. Moreover, the last category which consisted of statements based on the students’ experiences in doing the role play also showed that 40 students 77,9 had good perceptions on it. As seen on the result of the questionnaire, it could be concluded that the majority of the respondents had positive perceptions on each category of the statements in the questionnaire. The students also enjoyed having role play as the technique. They could get some benefits through this technique such as improving the students’ self-confidence to speak in front of public and expressing their own ideas. Whereas from the interview, the researcher concluded that the role play technique helped the students to improve their speaking abilities so that they could speak more naturally and practice more to speak up in the target language. The students also interpreted role play as a good, interesting and exciting learning technique. Overall, the students’ perceptions on the use of role play technique in speaking class were good. It was proved by the average score of each respondent that was around 2.50 until 3.70. Those scores were included to the positive or good perception classification.

A. Suggestions

Based on the conclusions stated above, the researcher makes the following suggestions:

1. The lecturers of Interactional Speech class

Although the students already have positive or good perceptions on the use of role play technique in speaking class, it is better if the lecturers give clearer instructions and be strict in deciding the group. The lecturers should minimize the group size and select the members by his authority so that the students will not have the same group all the time. It is intended to build the students’ confidence and avoid the students’ tending to make closed group that can distract the learning process. The lecturers should also improve the theme of the role play or facilitate an outdoor activity to avoid the monotonous situation.

2. The students of the Interactional Speech class

The students who join Interactional Speech class believed that role play technique could give them a lot of advantages. Through this research, the students were asked to give their opinions based on the listed statements. Generally, their perceptions were positive. Through role play, the students could improve their speaking ability and motivate them to speak more. They may practice the role play more often to make themselves familiar with the process and situation. By knowing the role play contributions for them, the researcher suggests that the students should pay more attention to the pronunciation in their role play performances so that audience can understand the conversation clearly.

3. Next researchers

The researcher realizes that due to the limited time, this research is far from perfect. However, it is better to have more preparation and respondents to enrich the results if one day there is a research on the similar topic. The next researchers should add more aspects of the role play technique and be more detailed.