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
33 the last category was the students’ perceptions about the use of role play in
Speaking II class. In the first category, the researcher presented the detailed data about the
students’ perceptionson the implementation of role play that had been done in Speaking II class. This category consisted of thirteen statements. In order to gain
the detailed data, the researcher presented the average score of each statement in this category in the form of table and chart.
Table 4.1. The Implementation of Role Play in Speaking II Class
No Option
Number of Students
1. Strongly agree
7 2.
Agree 13
3. Disagree
6 4.
Strongly disagree 1
Total N 27
Table 4.1 presented the number of the students who had positive and negative perceptions about the implementation of role play in Speaking II class.
There were seven of 27 respondents who had negative perception about the implementation of the role play in Speaking II class. There was a respondent who
chose to strongly disagree and six respondents who chose to disagree. On the other hand, there were twenty respondents who had positive perception about the
implementation of the role play in Speaking II class. There were seven respondents who chose to strongly agree and thirteen respondents chose to agree.
34
Figure 4.1. The Implementation of Role Play in Speaking II Class
Furthermore, Figure 4.1. described the percentage of the data about the implementation of the role play in Speaking II class. From the Figure 4.1., it was
concluded that most of the respondents had positive perception about the implementation of role play in Speaking II class. There were 25.93 chose to
strongly agree and 48.15 chose to agree. Therefore, there were also respondents who had negative perception about the implementation of role play in Speaking II
class. There were 22.22 chose to disagree and 3.70 chose to strongly disagree about the implementation of the role play in Speaking II class.
The second category of the statement in the questionnaire was about the advantages of role play in Speaking II class. There were ten statements used as the
indicators of the advantages of role play. The indicators were 1 role play developed
the students’ pronunciation, 2 role play developed the students’ speaking fluency, 3 role play developed
the students’ speaking accuracy, 4 role play developed the students’ creativity in speaking English, 5 role play developed
26
48 22
4
Category 1 The Implementation of Role Play in
the Speaking II Class
Strongly agree Agree
Disagree
