Interview Research Instrument and Data Gathering Technique

31

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter consists of two main parts. Those are research results and discussion. In the first part, the researcher presented the results of the research. The results of the research contains of some data which are taken from observation about the implementation of role play in the class and questionnaire about the students’ perceptions on the use of role play for XI grade students of tourism department. In the second part, the researcher presented the discussion about the implementation of role play in the class and the result of the questionnaire about the students’ perceptions on the use of role play.

4.1 Research Results

This section discusses the results of the research which consisted of two parts. Those were the implementation of role play in the class and the students’ perceptions on the use of role play as a teaching technique. The first part presented the research results based on the observation which had been conducted in the class by the researcher. The second part talked about the analysis of the data which had been taken from questionnaires about the students’ perceptions on the use of role play.

4.1.1 The Implementation of Role Play

In order to answer the first research question in chapter I about the implementation of role play, the researcher conducted an observation on March 32 25 th , 2014 in XI Grade of Tourism Department in SMK Negeri 7 Yogyakarta. During the observation, the researcher used an observation checklist to get the data. By using observation checklist, the researcher was able to record the learning process and which had happened in the class. Based on the observation, the researcher found some facts. Those facts came from the students and the teacher. The first fact showed that the students were very interested and enthusiastic with role play as a teaching technique. All of the students paid attention to their friends’ performances. The students also prepared everything before they had their performance. They prepared the dialogue script and were also practicing before the performance. There were some students who brought some properties to support their performance. As what had been explained by Richard-Amato 1996 that role play can improve students’ ability to work cooperatively, the researcher found a fact that the students were able to work cooperatively not only when they had to show their role play performance, but also in preparation before they had their performance. The second fact showed that role play was implemented well in the class. Based on the observation, the teacher gave a clear instruction to the students in previous meeting and on the performance day. It made the students did the role play correctly. However, the instruction which was given by the teacher not only used English, but also bahasa and javanesse. The teacher used mix languages only to make sure that the students were able to do the instruction correctly.