JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF

ROLEPLAYING IN LEARNING SPEAKING

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

SarjanaPendidikan

Carolina Ika Arnandasari

NIM: 112013013

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2017

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in

any course or accepted for the fulfillment of any degree or diploma in any

university. To the best of my knowledge and belief, this contains no material

previously published or written by any other person except where due reference is

made in the text.

Copyright @2017: Carolina Ika Arnandasari and Gita Hastuti, M.A.

All rights reserved. No part of this thesis may be reproduced by any means

without the prior written permission of at least one of the copyright owners or the

English Language Education Program of Universitas Kristen

SatyaWacanaSalatiga.

Carolina Ika Arnandasari:

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TABLE OF CONTENTS

PERNYATAAN TIDAK PLAGIAT..................................................................i

PERNYATAAN IJIN AKSES..........................................................................ii

PUBLICATION AGREEMENT DECLARATION.........................................iii

APPROVAL PAGE...........................................................................................iv

COPYRIGHT STATEMENT.............................................................................v

TABLE OF CONTENTS...................................................................................vi

ABSTRACT........................................................................................................1

INTRODUCTION...................................................................... .......................1

LITERATURE REVIEW...................................................................................4

TeachingSpeaking.................................................. ...................................4

Students’ Problems in Learning Speaking.......................................... ........5

Strategies in Teaching Speaking..................................................................5

Role play............................................................. ........................................6

Kinds of Role Play.......................................................................................8

Previous studies on the use of role play.....................................................10

THE STUDY...................................................................................................12

Method of the Study...................................................................................12

Participants of the Study......................................................................... ..12

Data Collection Instruments......................................................................13

Data Collection Procedure................................................................. .......14

Data Analysis Procedure....................................................... ....................15

Findings and Discussion..................................................................... ............15

Teaching without Role Play............................................ ..........................16

Teaching with Role Play............................................................................18

Students’ Perceptions of Role Play in Learning Speaking.........................22

Role play helped the students to understand the materials easily........22

CONCLUSION................................................................................................30

ACKNOWLEDGEMENT...............................................................................33

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REFERENCES................................................................................................35

APPENDIX A..................................................................................................37

APPENDIX B..................................................................................................39

1

JUNIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF

ROLE

PLAYING IN LEARNING SPEAKING

Carolina Ika Arnandasari

112013013

ABSTRACT

Speaking is an importat skill that should be mastered by the students. Since

speaking take a big role in many aspects that related with the students’ (Ahamed,

2013, p. 274). However, for some students, there are many problems that obstruct

them to improve their speaking skill. Since learning speaking is considered more

difficult than learning other skills, teachers need to find appropriate teaching

strategies to facilitate the students in learning speaking. Role play happens to be

one of the strategiesmostly used by the teachers to facilitate the students to learn

to speak English as a foreign language. It is believed that role play might help the

students to learn English as a foreign language effectively (Dorathy &

Mahalaksmi, 2011, p.1). That is why this study aims to investigate junior high

school students’ perceptions of role play in learning speaking. To gather deep

information from the participants, who are the second graders of a private junior

high school in Wonosobo, four times observations and focus group discussion

were used. This study found five main benefits of role play that help the students

to improve their speaking skill:role play helps the students to understand the

materials easily, helps them to be more confident to speak English, provides many

experiences that can be applied in the real life, and builds good atmosphere in the

classroom and also encouraged the students to be more creative.

Keywords: role play, speaking, confident

INTRODUCTION For some English teachers, teaching English as a foreign language is

challenging. According to Yulia (2013, p.2), the reasons why teaching English

especially in Indonesia is challenging include the use of the language in some

cases, the different teachers’ knowledge, the size of the class and time

management in the classroom. Another reason comes from students’ side;

according to Zheng (2008), “second/ foreign language learning can be a traumatic

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experience for many learners” (p.1). Since some of the students often make

mistakes during the learning process, they might be traumatic to make the same

mistakes again and it will influence the students’ perfomance in using the target

language

In learningEnglish, students need to learn some major skills, including

listening, writing, speaking, and reading. In this globalization era, speaking

appears to be the most important skill that should be mastered by the learners if

they wish to communicate well enough with other various people. According to

Ahamed (2013) “English speaking people are leading and playing major roles in

different spheres of life like trade, commerce and geopolitical issues” (p.274).

Like writing; speaking is known as a productive-active skill since the students

need to produce some spoken texts in the process of learning and communication.

In addition, according to Brown (2007) as cited in Derakhshan, Khalili &

Baheshti (2016)“speaking focuses not only on the vocabularies but also on

fluency, accuracy, and pronunciation” (p.18) . Therefore, speaking is considered

to be a complex process that needs much practice and exposure (Kuṥnierek, 2005,

p.29)

Teachers may find teaching speaking as a foreign language is challenging

for some teachers because the target language is not used by the students to

communicate in their daily life (Febriyanti, 2011). Since speaking is a difficult

skill, there are some problems that may appear in the learning process. To deal

with the problems, students often need a golden bridge to help them to be able to

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speak English well. Through the observation in the teaching practicum site in a

junior high school in Salatiga, the writer believes that role-play can be a teaching

strategy that helps improve the students’ ability in learning English and decreases

the students’ struggle in English. The writer could see that, as Kuṥnierek (2005)

proposed, role play can be used to enhance students’ interaction in the learning

process in the classroom. However, how students perceive role play in their

learning process needs further investigation.

This study was conducted to reveal junior high school students’

perceptions of the use of role play in learning English, especially in learning the

speaking skill. The research question that guides this study is ‘What are the

students’ perceptions of the use of role-play in learning the English speaking

skill?’

The result of the study may give insights to the teachers about the

students’ perceptions of the use of role play so that teachers may improve the

practice of using role play to help students learn the speaking skill. The findings

may provide some practical considerations for the use of role play in teaching

speaking.

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LITERATURE REVIEW

Teaching Speaking

English is a global language that can be used for oral

communication with a lot of people. Being able to speak English is a must to face

the communicative challenges in the globalization era (Hosni, 2014, p.22).

Building students’ competence in speaking is indeed a challenge in Indonesia,

where English is still a foreign language (Sulistyo, 2015), which means that in

Indonesia, English is not used as a tool of communication in their daily activities.

Therefore, the target language is very rarely used outside the classroom, and so

“input and language use in the classroom are essential (Suryati, 2013, as cited in

Sulistyo, 2015, p.13)

In speaking classes, the students need to produce some products during

the lesson. In regard to the communicative challenges in the globalization era,

commanding the students to use English to communicate with others in

classrooms seems more important than asking them to learn the structure of the

sentences because “there is no point knowing a lot about language if you can’t use

it”(Scrivener,2005,p.146).

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Students’ Problems in Learning Speaking

Since there are several aspects that need to be learned, students may find

problems in learning spoken English as a foreign language. According to Ur

(1996) as cited in Hosni (2014) some problems in the learning a foreign language

include inhibition,lack of topical knowledge,low or uneven participation, and

mother tongue use.

Just as Ur (1996) in Hosni (2014)explained, the first and the most common

problem is inhibition. Some of the students feel nervous and shy in front of many

people. They are sometimes afraid of making mistakes. The second one is lack of

topical knowledge. Some of the students find it hard to find ideas and topics to

speak English. When they do find a topic, they might not know much about it.

The third one is low or uneven participation. This situation often happens in some

classes, where the active students usually speak a lot, and some of the non-active

students sometimes do not speak at all. Thus, the last problem is mother tongue

use. In speaking classes, some of the students prefer using their first language

rather than using the target language because they feel more comfortable when

communicating with their first language.

Strategies in Teaching Speaking

Every teacher has their teaching strategies to encourage their students to

be good at using English in communication.In teaching speaking; there are some

strategies that help the teacher to encourage the students to improve their speaking

skill, such as cooperative activities, role play, creative tasks and drilling

(Anjaniputra, 2013, p.2). According to Sonthara & Vanna (2009) “teaching

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practices that provide opportunities to students to learn together in small

groupsare known as cooperative learning” ( p.2).Cooperative activities invite the

students to work together with their friends in the period of the lesson and then

they can help one another to master the materials that have been explained by the

teacher (Gillies & Boyle,n.d, p.4). Meanwhile, according to Porter-Ladousse

(1987, p.3, as cited in Kuśnierek, 2015, p.81), “role play activities range from

highly-controlled guided conversations at one end of the scale, to improvised

drama activities at the other; from simple rehearsed dialogue performance, to

highly complex simulated scenarios”. Moreover, role play provides opportunities

for the students to know more deeply their role in the role play so that they can

apply their experiences from role play in their real world (Bharathy, 2013, p.18).

Besides, according to Solcova (2011) as cited in Anjaniputra (2013, p.2)

creative tasks resemble real-life tasks, that students develop their fluency best, if

engaged in tasks where all their concentration focuses on producing something,

rather than on the language itself. Creative task also force the students to be

creative in the real-world task. Drilling is a strategy to improve pronunciation by

imitating and repeating words, phrases and even whole utterances (Thomburry,

2005). Since this study focuses on the use of role play, this strategy will be

discussed further.

Role play

Role play is definedby Cohen and Manion (1989), as cited in Tyers

(2002), as “participation in simulated social situations that are intended to throw

light upon the role/rule context governing ‘real’ life social episodes”(p.164).

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Moreover, role play is one of the most common teaching strategies which is used

by the teachers frequently in some situations. According to Joyce and Weil (2000)

as cited in Bharaty (2013)“Role play is a teaching strategy that fits within the

social family of models” (p. 18). Besides, using role play in the language learning

process might help the students to improve their English creatively, and give an

opportunity for the students to habituate themselves to communication skills

through conversations (Hattings a s cited in Dorothy & Mahalakhsmi 2011).

Teaching English using role play is very important since it provides real

world tasks that encourage the students to learn speaking through communication

in different social contexts and roles. It might help the students to learn English as

a foreign language effectively (Dorothy & Mahalakhsmi, 2011, p.1). Another

benefit of role play is that it can build good interaction among the students during

the teaching and learning process (Kuśnierek, 2015). Therefore, role play also

conducts collaborated learning for the learner about how to solve a real-life

problems and negotiating meaning while working together in groups

(Bhatathy,2013, p.18)

Meanwhile, according to Gower, Philips & Walters (2005, p.105) role

play is an opportunity for the students to be a particular person other than

themselves such as a customer, a manager, and a shop assistant. They are given a

chance to act through conversations in suitable situations. Therefore, through role

play every student has various kinds of roles that have been studied and it can be

good experiences for them to build good conversations in their real life.

Moreover, according to Dorothy & Mahalakhsmi (2011) “As for the shy learners,

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role play helps by providing a mask, where learners with difficulty in

conversation are liberated. In addition, it is fun and most learners will agree that

enjoyment leads to better learning” (p.3). Role play might take a big role in the

classroom and helpful for shy students to be more confident while speak using

English in front of many people

Kinds of Role Play

Littlewood (1981) as cited in Wibawa (2014) proposed four kinds of role

plays that can be used by the teacher :

Role Play controlled through cue dialogues. In this model, the students

will be given a cue on a piece of paper. The content of the cue talks about what

the students should talk about in the role play. Every student will get a role from

the cue. For example, on a piece of paper there is the word ‘farmer’. Therefore,

the student who gets that piece of paper should take a part and act like a real

farmer. Therefore, on the paper there are some cues for the students to do. For

instance, Student A meets the farmer, and greets the farmer. Then student B greets

the farmer and then ask another question that has already been provided on the

cue. This model provides some directions for the students and theymight help the

students to practice the conversation easily.

Role play controlled through cues and information. Not too different

from the previous model, in this role play the students will be given a cue and the

cue will contain deeper information about the role the student needs to play. The

paper provides what roles should be done by the students, such as teacher and

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students. The paper also has some cues that guide what the students should do and

talk about during the role play process for example;

1. Teacher opens the lesson by greeting the students.

2. Student asks questions about the previous materials.

3. Teacher explains the new materials using students’ worksheet.

4. Teacher asks the students to do the exercise, and etc.

Role play controlled through situations and goals. In this model, the

teacher provides situations and goals, so the students should play the role based on

the provided situations and goals. Before starting the role play, at first the teachers

should give the situation to each group. Second, the teachers should also explain

what the students should do during the role play. All of the students have to

follow the teacher’s instructions and run the role play based on the situation they

get. For example, the situation and goal for the students A : You want to eat the

most delicious food in the restaurant. You want to know about the ingredient and

how to cook it. Meanwhile, the situation and goal for student B: You are a waiter.

You help the customer to know about the food. Then explain about how to cook

the food.

Role play controlled in the form of a debate or discussion. This model

is the most difficult one, because the students should play a part to agree or

disagree with an opinion and to defend their stance. After introducing a case, the

teacher will divide students into two groups; the agree and disagree groups Later,

the teacher will give a chance for both groups to defend their stances.

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Previous studies on the use of role play

In 2007, Susanti conducted a study about using role play in teaching

speaking in Islamic Junior High School Soebono Mantofani Jombang-Ciputat.

The study aimed to investigate whether the scores of speaking taught by using

role play was better or not by comparing the students’ scores before and after

being taught by using the role play technique. The participants of the study were

thirty students of Grade 9 chosen by using cluster random sampling. For the

research instrument she used an oral test as a pre-test for the students and divided

the assessment into five criteria (pronunciation, grammar, vocabulary, fluency and

comprehension ). Then the students were given role play treatment. After that, the

researcher gave an oral test again as the post-test to check the students’ progress.

The research found that the use of role play in the second language helped the

students to get better scores. Also, the teaching and learning processwas more

interesting and enjoyable since in the role play provided some situations and roles

to be acted out by the students. Besides that, the use of role play made the

materials understood by the students easily. (p. 41).

In 2016, Lavanya, Kalpana, Veena and Kumar conducted a descriptive

study on role-play as an educational tool in medication communication skills:

Students’ perspectives.A questionnaire is used to gather information from122

students in second professional MBBS. This study was conducted in the

Department of Pharmacology during the 2015 – 2016 academic years. The aim of

the study was to explore students’ perceptions of roleplay as an educational tool in

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acquiring communication skills. This study indicated that role play was an

effective teaching and learning tool. Over 90% students agreed that role play

helped them to encourage the communicating therapy details.

Dawood in 2013 conducted a descriptive study about Nursing Students’

Perspective about Role – Play as a Teaching Strategy in Psychiatric Nursing. The

study was conducted in the College of Nursing (CON – R), King Saud Bin

Abdulaziz University for Health Sciences – Riyadh (KSAU – HS), Kingdom of

Saudi Arabia. The participants of the study were one hundred and fifty three

nursing students enrolled in the Psychiatric/Mental Health Nursing course in the

2011 – 2012 and 2012 – 2013academic years. The objectives of the study were to

identify nursing students’ preference of teaching strategies in psychiatric nursing

and investigate nursing students’ perspective about role – play as a teaching

strategy in psychiatric nursing.The study concluded that role – play was proven to

be an effective tool for the teaching psychiatric nursing. Although it initially

creates anxiety and fear, psychiatric nursing students judged the use of role – play

in the teaching – learning process as very positive, improving their

communication, and helping them to integrate the theory and practice of

psychiatric nursing.

Those previous studies explained about the use of role play in the teaching

and learning process. The result of those previous studies showed that role play

has a several benefits for the students during the learning process. Those benefits

helped the students to get better scores becauseit was easier for the students to

understand the materials, helped the student to encourage their communicating

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skill, and integrate the theory and practice of psychiatric nursing through role

play. Since role play takebig positive effect for the students. Hence, in this study I

investigated junior high school student perceptions’ of role play in learning

speaking. Whether the junior high school students get the benefits of role play

while learning English or not.

THE STUDY

Method of the Study

This study was a descriptive study . The aim of the study was to describe

the students’ perceptions of the use of role play in speaking class. The setting of

the study was a private Junior high school located in Wonosobo, Central Java,

Indonesia.

Participants of the Study

The participants in this study were nineteen students in the second grade of

a private junior high school in Wonosobo. All of the students learned in the same

class. To choose the participants, the researcher used purposive sampling.

Palinkas, Horwitz, Green, Wisdom, Duan, & Hoagwood (2013) agreed that

“purposeful sampling is widely used in qualitative research for the identification

and selection of information-rich cases related to the phenomenon of interest”

(n.p). The participants were chosenby the researcher based on the requirements

needed,that is the students wereretaught using role play.

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Data Collection Instruments

This study used observations and focus group discussions to collect the

information from the participants. To get the whole information in the teaching

and learning process I observed in the class four times. In the observation process,

I used video-recorder to record everything that happened in the classroom as

authentic evidence. Also, I used field notes to write the important things for this

study. For this study I used nonparticipant observation, which means that I did not

take part in the teaching and learning process, I only observed the class’s

situations and students’ behaviour. This method helped me get much information

and see everything that was happening in the classroom.

Meanwhile, to gather the information from the participants, I used focus

group discussions (FGD). I divided the students into five groups and each group

consisted of four students. In every group, we had a 20 minutes’ discussion about

the difficulties in learning speaking and the use of role play in Speaking class

using the Indonesian language. The FGD question included the following:

Focus Group Discussion’s questions(in English)

1. Does your teacher often use role play to teach you?

2. What materials were taught using role play?

3. How did your teacher assign you to do a role play?

4. How did you feel when you were assigned to do a role play?

5. Do you prefer to be taught using role play or other techniques? Why ?

6. Does role play help you understand the materials better? How ?

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7. What difficulties did you find when you did a role play?

Focus Group Discussion’s questions (in Indonesian)

1. Apakah bapak/ibu guru di sini sering menggunakan role play sebagai

teknik didalam proses pembelajaran?

2. Materi apa saya yang biasanya menggunakan role play?

3. Bagaimana cara bapak/ ibu guru menyuruh kalian untuk melaksanakan

role play?

4. Bagaimana perasaanmu saat mengetahui bahwa kalian diminta untuk

melaksanakan role play ?

5. Kalian lebih tertarik saat belajar menggunakan role play atau tanpa

roleplay?

6. Apakan roleplay membantu kalian dalam menguasai materia yamg

diajarkan oleh bapak/ ibu guru?

7. Apa saja kesulitan kalian dalam belajar bahasa inggris menggunakan role

play?

Data Collection Procedure

The first step was observation and was conducted four times by the

researcher.In the first and second observations, the researcher observed the

teacher when explaining the material without using role play. Then, the researcher

did two more observations in the same classroom when the teacher used role play

to deliver the materials. The last step is focus group discussion (FGD). As

explained earlier, the researcher divided twenty students into five groups

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offourstudents (mixed groups of female and male students) and the FGD was done

on different days after the school hours.

Data Analysis Procedure

The data from observations and focus group discussions were analyzed in

several steps. The first one was transcribing. In this study, the researcher used

clean transcription methodto transcribe the information from observation and

FGD. According to Zacharias (2011), clean transcription method focuses on the

content of the interview. The information was used to describe the students’

perceptions toward role play in the speaking class. Afterwards,the researcher

categorized the same information from the discussion to the same group. The last

step was making a conclusion based on the data that the researcher got from the

observations and FGD.

Findings and Discussion

This research aims to describe ‘What are the students’ perceptions of the

use of role play in learning the English speaking skill?’. According to the data

analysis, the researcher found four benefits of role play that affected the students’

performance in learning English. The benefits were that it waseasier for the

students to understand the materials, that role playswashelpful to build self-

confidence, that role play provided many experiences and that it also made the

classroom’s atmosphere comfortable. In this part, the researcher will explain more

details about the findings.

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Teaching without Role Play

As I explained before, I did the observations twice for teaching without

role play. The first observation was done on Wednesday, April 26, 2017, and the

second was on Thursday, April 27, 2017. The topic of the lesson was how to make

a telephone call, the first and second teaching sessions which were observedhave

the same topic. In the first observation, the teacher focusedon what is telephone

call and practice the pronunciation. During the lesson, the teacher asked the

students to read the dialogue provided by the teacher. The teacher also gave

feedback to correct the students’ pronunciation. When they tried to read the

dialogue, most of them looked shy and unconfident. During the lesson, the teacher

gave many examples of a telephone call in order to make the students understand

the expressions that are commonly used in a telephone call.

In the second observation, the teacher focused on the language and content

of a telephone call. The teacher explained about the structure of the sentences.

Moreover, the teacher also gave the guidelines about having a telephone call. In

this case, the teacher gave an example regarding telephone call through a video.

Most students in the classroom paid attention to the teacher’s explanation, and

some of them took notes when they found some important things. After that,

students were asked to apply their knowledge into a telephone call

conversation.During the process of making the dialogue, some of the students

asked about some difficult word such as konser musik. Then the teacher asked to

the other students about the meaning of konser musik,and some of the students

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could give the correct answer.After that the teacher told the meaning of the word

in front of the class in order to make all of the students know the difficult word.

The last activity, the students were invited by the teacher through a game to share

their dialogue in front of the class. The teacher also gave homework for the

students to prepare a role play that should be performed in the following class and

it would be graded by the teacher.During learning process, the teacher always

gave some examples that provided in the students’ handbook and also power point

slides. The teacher asked the students to read the dialog in order to make the

students understand the materials. After that, the students were asked to make a

dialogue based on the guidelines from the examples.

In this case, the students had to make the dialogue by themselves, then

memorize it and performit in front of the class. During the observations, I found

some problems that influenced the students’ ability to speak English. Ur (1996) in

According to Hosni (2014) stated that some problems in the learning a foreign

language include inhibition, lack of topical knowledge, low or uneven

participation, and mother tongue use. In this study, the most common problem

that happened in the classroom is inhibition. Most of the students still looked shy

when they had to speak English in front of the class. They also seemed

unconfident to communicate using English. Moreover, the second problem

observed was lack of topical knowledge. Some students found it difficult to find

English terms of some Indonesian words or phrases related to the topic. These

problems might be a big obstacle that affects the students’ performance while

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learning speaking. Thus, the students’ speaking skill would not get good progress

since if they still have those problems.

Teaching with Role Play

In this study to gather important information about role play, the

researcher conducted the observations twice againin the same class, but these

times, the teacher used role playto share the materials. The first observation was

done on Tuesday, May 9 2017 and the second was on Thursday, May 18, 2017.

On the first observation, the teacher focused on the students’ performance

of telephone call and explained about word stress. At the beginning of the class,

the teacher gave an example about how to use correct word stress. The students

were very excited since the teacher used a game. Each student came forward to try

the word stress checker on the teacher’s computer. Most of the students still

looked shy because they were afraid to make mistakes although for some students,

usingword stress was easy and it made them more confident when speaking

English. In this partby an informal interview withthe teacher,the teacher used a

game in order to make the students enjoy the lesson.

After the game on word stress, the students were asked to perform the role

play about telephone call in front of the class.In this case, the students had already

prepared the role play since the teacher had already informed the students in the

previous meeting.

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By the observation, the researcher found that most of the students were

enjoyed to speak English in their role play; only a few students still looked shy

and unconfident.Meanwhile, students who were active in the class; gave a good

performance such as using a loud voice and good pronunciation, and they were

confident. Moreover, in this role play the teacher provided feedback after each

groupperformed their performance in order to make the students get better in the

next role play.

On the last lesson observed, the teacher focused ona new material; giving

and asking for recommendation. At first, the teacher explained about giving and

asking for recommendations. While the teacher was explaining the materials, most

of the students were listening to the teacher and taking notes when they found

important words. After that, the students were asked to give some

recommendations. Most of the students could give some examples of

recommendations, and the students enjoyed sharing their ideas. Meanwhile, the

teacher also gave detailed examples which consisted of the requirements

regarding asking and giving recommendations as the following:

Cantika : Good morning Mr. Daniel. (greetings)

Mr. Daniel : Hello, good morning Cantika. (greetings)

Cantika : Mr. Daniel, can you help me to find the best restaurant in

Jakarta? (asking recommendation)

Mr. Daniel : I ever visit Jakarta before, but I know few restaurant there. There are

Koinonia, biztro and black pepper best restaurant there. (giving the

recommendation, more than 2 places )

Cantika : where is the most delicious restaurant? (asking recommendation)

Mr. Danie : I think Koinonia (giving recommendation)

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Cantika : why koinonia is the best restaurant rather than biztro and black paper?

(asking for reason)

Mr. Daniel : Because koinonia provide delicious western food (giving reason)

Cantika : Okay thank you Mr. Daniel for your recommendation (say thank you)

Mr. Daniel : Okay, you’re welcome

(Observation on May 18, 2017)

In order to make the students easy to understand with the materials, the

teacher gave a role play guide for each student through an example. At first, the

teacher wrote the example of the dialogue on the white board, and wrote the

requirenments of the dialogue. Then, the students were asked to note down the

dialogue create a similar dialogue by themselves. The teacher also asked the

students to practice the role play in ten minutes and then the students should

perform their role play. Suddenly some of the students were shocked and got

nervous. In this situation, I found that some of the students had already felt dazed

while waiting for the teacher to call the students to perform. Some of the students

had the same problems. They were still afraid and shy in front of the class.

Meanwhile, most of the students could give good performance in the role play.

Mostly, the students had already used a loud voice and good pronunciation.

Moreover some students had good confidence while they do role playing in front

of the class.

In addition to the observation results above, according to the participants’

answer in the focus group discussions, the teacher in this school mostly used role

21

play as a strategy to deliver the materials. This point was described by Student 1

and Student 2

Disini memang banyak kaya gitu jadi guru memang biasanya bikin role

play gitu sih di setiap ngajar.

In this school, the teacher usually uses role play during the teaching and

learning process. (Student 1, on FGD, May 10, 2017, translated by the

researcher).

Iya, sering sih tapi gak terlalu sering juga hampir semua materi.

Yes, heoften uses role play almost in every material. (Student 2, on FGD,

May 10, 2017, translated by the researcher.)

Based on the participants’ explanation, from the beginning of the semester,

the teacher has already used role play to teach about directions, appointment,

telephone calls and recommendations. The teacher would provide some time for

the students to prepare their role play a few days earlier. At first, the teacher

would ask the students to make their own dialogue. Second, the teacher wouldlead

the students to practice the dialogue in pairs. Last, the students were chosen by the

teacher randomly to perform. This point was stated by Student 8 and Student 9

Membuat itu membuat percakapannya dulu di buku, menghafalkan, terus

suruh perform maju kedepan.

We would need to make the dialogue on the book first, then memorize it

and perform in front of the class. (Student 8, on FGD, May 10, 2017,

translated by the researcher).

Pertama pilih topik, terus bikin percakapan, terus ngafalin dan nunggu

dipilih aja terus maju

At first, we should choose the theme of our dialogue, then make the

dialogue, and memorized it. Then we would wait to be chosen by the

teacher to perform. (Student 9, on FGD, May 10, 2017, translated by the

researcher).

22

Based on the observations and students’ explanation, the researcher found

that the teacher thereoften used role play in class and he mostly used cue and

information dialogue. This kind of role play can be identified by the teacher’s

model when he gave a guideline for the students on Thursday, May 18, 2017

(second observation). While the teacher explained the materials and gave the

example of the dialogue, he also gave the cue and information about what the

students should say during the role play.

Students’ Perceptions of Role Play in Learning Speaking

In this study, students’ perceptions of role play in learning speaking were

investigated through focus group discussions. The participants of the study were

twenty students of a private junior high school in Wonosobo. During the focus

group discussion, it was revealed that almost all of thestudents prefered English

lesson with role play rather than traditional teaching strategy, which is usually

done without a role play.The students also mentioned five main reasons why they

preferred a lesson with role play; role play helped the students to understand the

materials easily, made the students be more confident to speak English, provided

many experiences that can be applied in the real life, and built positive

atmosphere in the classroom, and also encouraged the students’ creativity. More

detailed explanation will be provided below.

Role play helped the students to understand the materials easily

In the focus group discussion, seventeen students in this private school

explained that role play helped them to understand the material more easily. They

23

said that role play facilitated them when practicing their English skill. Student 4

and Student 15 put it :

Seneng tapi kadang – kadang gak seneng sih. Tp lebih gampang mudeng

nek role play.

Sometimes I like it, but sometimes I don’t. But it is easier for me to

understand the materials through role play. (Student 4, on FGD, May 10,

2017, translated by the researcher).

Kalau udah role play nanti pas ulangan terus keinget dialognya kan jadi

gampang.

Doing a quiz is easier if I can remember the dialogue that I have made for

the role play (Student 15, on FGD, May 10, 2017, translated by the

researcher).

As shown in the excerpt above, Students 15 even mentioned that getting

involved in role play could help him do the quiz given by the teacher. He could do

the quiz more easily by recalling the dialogue he made for the role play.

Furthermore, during the focus group discussion, some students added

some detailed information related to this benefit of role play by Student 20 and

Student 18 explained :

Ya nek aku lebih suka pakai play sih lebih cepet mudeng soalnya udah

dipraktekan langsung.

I like learning with role play; I can understand it more quickly as we have

directly practiced itin the classroom. (Student 20, on FGD, May 10, 2017,

translated by the researcher).

Membantu soalnya jadi bisa membuat kan, nanti kalo disuruh bikin lagi

pasti sudah bisa.

It helps us because we made the conversation by ourselves and if I were

asked to make one again, I can surely do it. (Student 18, on FGD, May 10,

2017, translated by the researcher).

24

According to Students 20 and Student 18, role play provided real practice

of the theory that could stay in their mind. This experience could help them

understand the material more quickly and could, in turn, help them do a similar

task in the future.

To sum up, role play played a big role to facilitate the students to improve

their speaking skill through many kinds of roles that should be performed in front

of the class.The experience of getting involved in making a dialogue based on the

given examples and then performing it helped students to understand the material

more quickly and easily. Moreover, recalling to that experience could help

students do a similar task on a later time. Regarding this, Dorothy & Mahalakhsmi

(2011) stated that teaching English using role play is very important since it

provides real-world tasks, It might help the students to learn English as a foreign

language effectively. Role play can be an effective teaching strategy since role

play facilitates the students to learn by doing. Therefore, through role play the

students can understand the materials with less time and they also have already

practiced the materials directly.

Roleplay built students’ confidence to speak English.

Learning English especially speaking is not easy for some students,

theymay encounter some obstacles while learning. From the four most common

problems in learning a foreign language proposed by Ur (1996) in Hosni (2014),

the most common problem for the shy and passive students in this study is

inhibition.Some of the students looked nervous and shy in front of many people.

25

This point was stated by sixteen out of nineteen students. Students 2 and Students

13 put it:

Malu lah soalnya ditonton terus didenger sama temen lainnya.

I am shy to speak English in class because all of my friends see and listen

to me. (Student 2, on FGD, May 10, 2017, translated by the researcher).

Nggak percaya diri, pengucapannya masih jelek banget.

I am not confident to speak English since my pronunciation is so bad.

(Student 13, on FGD, May 10, 2017, translated by the researcher).

Student 2 felt shy to speak English because a/he might not feel

comfortable to be the center of attention. Student 13 felt unconfident to speak

English since he thought that his pronunciation was still so bad. Other students

stated similarly that they were reluctant to speak English in front of many people

because they did not feel comfortable to be the center of attention and because

they were not confident with their own skill.

In relation to this most common problem in class, ten students agreed that

role play helped them to be more confident to speak using English in front of

many people as Student 4 and Student 7 stated:

Ya role play bisa lebih percaya diri kalo lagi ngomong bahasa Inggris.

By role play, I can be more confident when speaking English. (Student 4,

on FGD, May 10, 2017, translated by the researcher).

Ya bisa melatih percaya diri sih apa lagi di depan kelas gitu di banyak

orang.

Role play helps me to build my confidence when speaking English in front

of many people. (Student 7, on FGD, May 10, 2017, translated by the

researcher).

26

Role play facilitated the students to practice first before performing, it

might be helpful for most of the students to prepare themselves and build good

self-confidence. Student 6 put it:

Kalau role play kan sudah latihan dulu dirumah, jadi udah terbiasa jadi

engga malu. Jadi biasa aja.

I usually did some practices at home before I performed, and it would be

make me be more confident. (Student 6, on FGD, May 10, 2017, translated

by the researcher).

Moreover, in some situations, the teacher gave longer time for the students

to memorize and practice the dialogue. The longer the time the teacher gave;the

more ready and confident the students would be to do the role play. Student 9

explained :

Lebih enak kalau dikasih waktu yang lama untuk persiapan role play jadi

lebih mantep kalo maju kedepan.

When the teacher provided a longer time for me to prepare the role play, I

would be more confident when I have to perform my role play. (Student 9,

on FGD, May 10, 2017, translated by the researcher).

In this study, the teacher provided an opportunity for the students to do

some practices before doing the role play and this helped build students’

confidence when they performed the role play.

A few students, however, still felt shy and dazed when they waited for

their turn to perform the role play, but these students could give good performance

and did a great job when it came for them to perform their rope play.

Role play provided experiences that could be applied in the real

life.Fourteen students stated that role play experiences could be used in their real

27

world because role play enabled the students to learn by playing various roles.

Hence, from role play, the students got many experiences that affected their

performance in learning Englis, which could be used in their real life. This point

was described by Student 1, Student 20, and Student 21 :

Jadi kalo role play kan harus ngomong terus, kalo sekarang aku bisa lah

telefon pakai bahasa inggris spontan.

Role play forces me to learn to speak English. After I did my my role play,

I can communicate in telephone call using English spontaneously. (Student

1, on FGD, May 10, 2017, translated by the researcher).

Ya dapet pengalaman baru si bisa langsung di dipakai. Kaya yang ngasih

arah arah itu.

I can get many experiences from role play. Now, I can give some

directions for someone. (Student 20, on FGD, May 10, 2017, translated by

the researcher).

Ya kalau sekarang bisa telfonan sama pak guru pakai bahasa inggris.

Now, I can use Englishto communicate with my teacher in a telephone

call. (Student 21, on FGD, May 10, 2017, translated by the researcher).

According to the students above, from their experiences in role play, they

could apply what they have learned in their real life, such as making a telephone

call in English spontaneously to their teacher and giving directions. The finding is

consistent with Gower, Philips & Walters’statement (2005, p.105) that role play

is an opportunity for the students to be a particular person other than themselves

such as a customer, a manager, and a shop assistant. Moreover, role play provides

opportunities for the students to know more deeply about their role in role play so

that they can apply their experiences from role play in their real world (Bharathy,

2013, p.18).

28

Role play built positive atmosphere in the classroom.

The findings showed that the use of role play during the teaching and

learning process made the classroom be more fun and comfortable. Through role

play, the atmosphere was better and it helped the students to enjoy the learning

process. Ten students explained that role play influenced their feeling in the class

while learning. Student 17 and Student 6 explained it :

Seneng kalo diajar pakai role play, menyenangkan kelasnya.

I am happy when there is a role play in the class because the class

becomes fun. (Student 17, on FGD, May 10, 2017, translated by the

researcher).

Kelas nya jadi nyenengin, ngga tegang, bisa ketawa ketawa.

The class becomes fun not stressful because we can laugh. (Student 6, on

FGD, May 10, 2017, translated by the researcher).

In addition, for some students, the use of role play also prevented them

from becoming sleepy and tired in the classroom. Student 13 and Student 16 put

it:

Nggak ngebosenin , jadi ngga ngantuk.

The teaching process does not make me bored. I am not sleepy at the class.

(Student 13, on FGD, May 10, 2017, translated by the researcher).

Males kalo ngga pakai role play cuma nyatet tok, bikin ngantuk.

I do not like to take a note only during the lesson. It makes me sleepy.

(Student 16, on FGD, May 10, 2017, translated by the researcher).

From the Student 13’s and Student 16’s statements, the researcher

interpreted that role play could make the students be more motivated in learning

29

English since role play itself invited the students to enjoy positive atmosphere in

the classroom.

Role Play Encouraged Creativity.

In this study, the researcher found that role play could train the students to

be more creative. Based on the example given, the students should develop their

own dialoguecreatively for the role play. Student 11 put it:

Kan sudah ada contohnya, terus kita bikin lagi kaya contohnya tapi beda

topik.

We can see the example from the teacher then we make the new dialogue

for the role play with a new topic. (Student 11, on FGD, May 10, 2017,

translated by the researcher).

Moreover, since the students told to make the dialogue by themselves, it

Might train the students to be more aware of how to choose appropriate words.

Some of them could even help each other to find some difficult words, and it

would make the students have many vocabularies that can impact their

performance in learning English. Student 13 put it :

Ya kalo ngga bisa tanya temen, biar bisa nemu katanya itu.

I asked my friend when I found some difficult words, so that I can make

good dialogue for the role play. Student 13, on FGD, May 10, 2017,

translated by the researcher).

In line with this, Hattings as cited in Dorothy & Mahalakhsmi (2011)

mentioned that using role play in the language learning process might help the

students to improve their English creatively, also give an opportunity for the

students to accustom themselves to communication skills through

30

conversation.Therefore, role play can encourage the students to be more creative

to use English and it might help them get used to speaking in English in various

way.

From the discussion above, role play is found to have five benefits that

supported the students in learning speaking. First, role play could decrease the

students’ anxiety since it built a positive atmosphere that made the classroom

more fun and enjoyable. This might bring up the second benefit, i.e, role play

helped the students to understand the materials easily. Third, role play also

encouraged creativity as it required the students to create their own dialogues

based on the given example. The process that allowed practice before

performance brought the fourth benefit that role play helped the students to speak

English in front of many people confidently. Finally, role play provided

experiences that could be applied in the real life.This means that role play

provided an opportunity for the students to learn by doing. By recalling the role

play experience, students could do a similar task at a later time in their life. Role

play also encouraged the students to be more creative through choosing the topic

and making the dialogue by themselves.

CONCLUSION

This study was conducted in order to investigate the students’ perception

of role play in learning speaking. The English teacher at the school where the

research was conducted often uses role play in his lessons, especially role playing

controlled through cues and information. In assigning role play to his students, the

31

teacher would provide the guidelines and clear information regarding what the

students should talk about. Most of the students preferred to be taught using role

play rather than only listening to the teacher’s explanation and taking notes during

the learning process.

Moreover, this research revealed that the students perceived five benefits

of role play. First, role play assisted the students to understand the given materials

easily. Second, role play built the students’ confidence when speaking English.

Third, role play offered the students with various experiences that can be applied

in the real world. Then, it encouraged a positive atmosphere in the classroom,

which made the students enjoy the lessons. The last one, it encouraged the

students’ creativity.

Learning from this study’s findings, role play can be used as one strategy

to help improve students’ speaking skills effectively. However, to make it more

effective, teachers also need to provide some impromptu role plays where students

are encouraged to use the learned language spontaneously. This is to prepare them

to participate in the real life conversations, which are mostly spontaneous.

This study is not without a flaw. Since the participants were junior high

school students, the answer to each question in the FGD tended to be verysimple.

Therefore, the researcher had to provide a hook to make them elaborate their

answer more. For further research to gather deeper information and various data,

it would probably be better if the researcher usesshorter and simpler questions. It

32

means that the questions for the FGD should be divided into some parts in order

to make the students easier to elaborate the answer more easily.

33

ACKNOWLEDGEMENT

First of all, I would like to thank my savior Jesus Christ for always giving

abundant blessing and strengthening for me during the process of thesis making.

Only from His mercy I could finish and get my bachelor’s degree in Universitas

Kristen Satya Wacana. Also, my deep gratitude goes to my supervisor Ibu Gita

Hastuti, M.A who being patient to guide me with her kindness and help me during

the thesis writing. I also would like to express my thankfulness to my thesis

examiner Ibu Frances Sinanu for her suggestions for my thesis.

I also would like to say my appreciation to my participant, the students of

a private junior high school in Wonosobo and also for the teacher there, for being

cooperative during observations and focus group discussion. Then, I would like to

thank my wali study, Bapak Dian Toar who always gives good suggestions for

me.

Many thanksand appreciation also go to my beloved parents, Widodo Budi

Yuono and Sih El Kristiyaningsih who always give best support, prayers and also

suggestions. I also would dedicate many thanks to my beloved friend, Daksa who

always supports me in the ups and downs of the thesis writing process.

Special thanks for my best friends Shintya, Kezia Meidy, Devi, Meyta,

Bra, Anes, Elissa, Ikha, who always become amazing friends during my study in

Universitas Kristen Satya Wacana. Also, I am grateful to my boarding-

housemates Theodora who always gives spirit and cheers me up. Once again, I

34

am very thankful, for everything that they have given tome from the smallest until

the biggest one.

35

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38

APPENDIX A

Observation Field Note

DATE TIME ACTIVITIES

KINDS OF ROLE PLAY: CUE

DIALOGUE, CUE AND

INFORMATION, SITUATION

AND GOAL, DEBATE/

DISCUSSION

39

APPENDIX B

Transkrip Kelompok 1

Peneliti : Selamat pagi, saya nanda. Sekarang kita akan mulai diskusi kita.

Pertanyaan yang pertama, apakah bapak ibu guru disini sering menggunakan role

play sebagai strategi di dalam proses pembelajaran? Dijawab mulai dari Fen –

Fen.

Responden 1 : Disini memang banyak kaya gitu jadi guru memang biasanya bikin

role play gitu sih di setiap ngajar.

Peneliti : Role play berarti sering ya digunakan di sini? Menurutmu sering nggak?

Responden 2 : Sering

Peneliti : Sering ya, seberapa sering?

Responden 2 : iya sering sih tapi gak terlalu sering juga hampir semua materi.

Peneliti : Sering tapi gak terlalu sering ya. Kalau menurut kamu gimana?

Responden 3 : sering sih. Biarkan kalau pakai role play biar pada mudeng, biar

suka dengerin.

Peneliti :oh iyaiya, kalo menurutmu gimana?

Responden 4 : Iya kayaknya emang sering.

Peneliti : Kamu waktu kelas 7 juga satu kelas?

Responden 1,2,3,4 : Enggak

Peneliti : dari kelas yang berbeda beda? Dari kelas 7 apakah pernah menggunakan

role play?

Responden 1 : Pernah waktu drama itu

Peneliti : oh ya berarti dari kelas 7 sampai sekarang bapak ibu disini sering

menggunakan role play sebagai media pembelajaran bahasa inggris?

Responden 3 : iyaa

Responden 1 : iya

Peneliti : Materi apa aja sih yang biasanya digunakan untuk role play?

40

Responden 1 : Biasanya buat dialog

Peneliti : dialog tentang apa?

Responden 3 : drama

Peneliti : terus apa lagi?

Responden 2 : percapakan ituu

Peneliti : percakapan, terus apa lagi?

Responden3:mmapa lagi yaa??

responden 1 : Biasanya itu ajaaa sih

Peneliti : melatih percakapan gitu ya biasanya?

Responden 4 : iyaa gitu biasanya

Peneliti : jadi fokusnya focus ke speaking ya?

Responden 1,2,3,4 : Iyaaaaa

Peneliti : Jadi role play focus ke speaking ya, jadi menurut kalian kegunaan dari

role play itu sendiri itu apa?

Responden 1 : Supaya lebih berpengalaman.

Peneliti : berpengalaman, terus apa lagi?

Peneliti : menurut kalian role play membantu gak sih dalam proses pembelajaran

bahasa inggris disini?

Responden 1,2,3,4 : Membantu

Peneliti : yaa membantu nya karena apaa coba?

Responden 2 : Biar itu murid - muridnya biar gentian

Responden 3 : Lebih pengalaman sama bisa belajar lebih lanjut cara

mengucapkannya.

Peneliti : oh jadi kalo pakai role play kamu belajar dulu ya dirumah, jadi kalian

sudah ada persiapan ya sebelum maju ke depan?

Responden 4 : iya

41

Peneliti : Jadi kalo pakai role play itu secara otomatis km lebih mendalami

mmmmm apa yang akan kamu bicarakan?

Responden 1 : iyaa gitu.

Peneliti : iya terus mmmm pak johan disini gimana sih prosesnya buat menyuruh

kalian melaksanan role play? Dari di kelas itu pak johan nyuruhnya gimana?

Responden 1 : suruh bikin kelompok

Peneliti : pertama bikin kelompok, terus?

Responden 2 : membikin percakapan.

Responden 4 : membuat percakapan.

Peneliti : membuat percakapan

Responden 1 : terus baru disuruh maju nya besok besok gitu

Responden 3 : diapalin dulu njug terus maju

Peneliti : berarti dikelas udah disuruh bikin semua ya, terus kalian latian dulu

dirumah, terus kamu majunya itu?

Responden 1 : pertemuan selanjutnya

Peneliti : pertemuan selanjutnya. Sekarang e bagaimana perasaanmu saat

mengetahui kalo kalian diminta untuk melaksanakan role play?

Responden 4 : Pertama deg – deg an

Responden 3 : deg – deg an

Peneliti : kenapa deg – deg an

Responden 2 :malu lah soalnya ditonton terus didenger sama temen lainnya

Responden 1 :grogi takut salah ngomong ucapannya dan grogi

Peneliti : kalian lebih malu kalau tau tau disuruh maju atau kamu disuruh role

play?

Responden 2 : tau tau disuruh maju sih

Peneliti : lha kenapa?

Responden 4 : soalnya belum persiapan sih

42

Peneliti : berarti kalo tau tau suruh maju kalian lebih deg- deg an?

Responden 3 : iyaa

Peneliti : Kalu role play kalian gimana?

Responden 1 : Lebih santai

Peneliti: lebih santai, kenapa kok lebih santai?

Responden 1, 2 : Karena sudah latihan dulu

Peneliti : kalian seneng nggak sih kalau disuruh role play gini?

Responden 2 : seneng

Responden 1 : seneng

Responden 3 : seneng si

Responden 4 : seneng kadang – kadang gak seneng sih. Tp lebih gampang

mudeng nek role play.

Peneliti : kenapa kok seneng?

Responden 2 : seneng dapet pengalaman

Responden 1 : seru aja kalo maju kedepan

Peneliti : seru ya, kalo menurut yang cowok kenapa kamu suka role play? Suka

atau tidak?

Responden 3 : Biasa ajaa

Peneliti : kok biasa aja kenapa? Kamu seneng nggak sih kan harus

mempersiapkan segalanya sebelum role play?

Responden 3 : yaaa karena udah sering.

Peneliti : kalian suka gak proses persiapan role play sebelum kamu maju?

Responden 3 : suka

Peneliti : berarti suka role play atau biasa aja?

Responden 3 : suka, sama sama suka sih

Peneliti : kalau kamu gimana? Suka atau gak?

43

Responden 4 : kadang suka kadang enggak.

Peneliti : suka nya kenapa?

Responden 4 : ya asik menyenangkan bisa maju kedepan

Peneliti : lha gak suka nya kenapa?

Responden 4 : kadang kalau pikirannya full jadi susah ngafalin.

Peneliti : oh gak suka gara gara susah ngafalin? Kalau misalnya dikasih waktu

yang lama bisa gak buat ngafalin?

Responden 4 : Bisa dong.

Peneliti : kalau Lauren gimana?

Responden 2 : kadang kadang si, kadang suka kadang nggak. Kebanyakan sih

suka.

Peneliti : kebanyakan sih suka kenapa?

Responden 2 : ya soalnya bisa ngelatih itu kaya percaya diri kalo ngomong Inggri

Peneliti : jadi kalian bisa percaya diri gitu ya?

Responden 2 : iyaa.

Peneliti : terus kamu lebuh tertarik belajar bahasa inggris menggunakan role play

atau tidak?

Responden 1 : tidak.

Peneliti : kenapa kok tidak?

Responden 1 : karena lebih enak kalau spontan. Biasanya kalo pakai role play

pakai dialog gitu jadi kaku karena ngafalin gitu. Enak spontan.

Peneliti : jadi kaku ya, jadi kalo Fen – fen suka spontan ya. Kalau kamu gimana?

Responden 2 : sama ajalah

Peneliti : ya jangan sama, ayo kenapa kasih pendapatmu

Responden 2 : ya kalau spontan tidak deg – deg an, kalo roleplay malah deg – deg

an soalnya suruh ngafalin, terus kan dipanggil buat maju jadi deg – deg an. Takut

lupa juga terus salah.

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Peneliti : lha kalian kan sudah latian dulu to dari rumah? Kok yo masih takut

salah?

Responden 1 : kadang kalau di depan nge - blank.

Peneliti : gara – gara grogi itu ya jadi nge blank? Nek misalnya kamu tau – tau

disuruh belajar tanpa role play, misalnya mister Jo Cuma jelasin di papan tulis

lebih suka mister yo ngajar kaya gitu atau ada role play nya?

Responden 3, 4 : ada role play hehe

Peneliti : ada role play kenapa?

Responden 3 : lebih mudeng

Peneliti : lebih mudeng karena ada contoh nya ya?

Responden 4 : iyaaaa

Peneliti : terus apa lagi alasannya kenapa bisa biki lebih mudeng gitu lho?

Responden 1 : nek misalnya dijelasin di depan nek misale suruh maju gitu tuh tau

yang salah yang mana, terus harusnya gimana tau

Peneliti : soalnya selalu dapet feedback ya?

Responden 2 : iya

Peneliti : jadi kalo role play kalian tau salahnya dimana dan kurangnya dimana ya.

Kalau kalian sudah dapat feedback apa yang akan kalian lakukan dengan feedback

tersebut?

Responden 3 : langsung diperbaiki, di improve

Peneliti : oke jadi kalu akan improve yaaaa. Sekarang miss nanda Tanya apa saja

kesulitan kalian dalam belajar bahasa inggris menggunakan role play?

Responden 4 : susah ngafalinnya sih, kadang – kadang lupa .

Peneliti : susah ngafalinnya sih, kadang – kadang lupa ya, kalau yang lain

gimana?

responden 1 : kadang harus berani.

Peneliti : jadi harus berani ya kalau mau role play? Kalau nggak berani gimana?

Responden 1: ya kalau nggak berani ya ilang, ngeblank.

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Peneliti : Kalau yang cowok kenapa? Itu Marcello ayo jawab. Apa kesulitanmu

dalam belajar bahasa inggris itu apa?

Responden 2 : podo koyo iki, nek ngapalin tuh kadang - kadang lupa.

Peneliti : kan role play proses untuk kalian perform role play itu butuh proses

yang agak lama kan ya? Nah kalian pernah drama nggak?

Responden 3 : pernah

Peneliti : pakai property gitu gak?

responden 2 : iya pakai, lha itu termasuk kesulitan kalian nggak sih untuk

menyiapkan properto drama?

responden 3 : susah

Responden 4 : susah

Peneliti : susahnya kenapa coba?

responden 3 : susah cari bahannya.

Peneliti : kalau kalian role play drama itu naskahnya kalian bikin sendiri atau cari

diinternet?

Responden 1 : bikin bareng - bareng.

Peneliti : susah nggak kalao bikin bareng – bareng ?

Responden 3 : agak susah si kadang soalnya ada yang mainan

Responden 2 : kadang ada yang bisa bikin ada yang enggak

Responden 4 : ada yang Cuma mainan

Responden 1 : pemikirannya juga berbeda beda

Peneliti : jadi kadang ada yang bisa dan nggak bisa yaaa, terus pikirannya berbeda

ya bikin susah? Sulit ya untuk membuat suatu naskah yang bagus bareng – bareng

gitu?

Responden 2 : iyaa miss.

Peneliti : jadi tak Tanya satu satu lagi ya, tolong dijawab lebih jelas dan detail ya

mmmm mengapa role play bisa membantu kalian dalam menguasai material yang

diajarkan oleh ibu guru? Kenapa sih kok role play tu bisa membantu kalian dalam

belajar bahasa inggris lebih gampang.

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Responden 3 : soalnya sudah selalu dikasih contoh

Peneliti : soalnya dikasih contoh, terus apa lagi novi?

Responden 2 : terus langsung di praktekan.

Peneliti : terus apa lagi coba?

responden 4: terus jadi gak cepet lupa gitu. Soalnya sudah langsung ngelakuin kan

jadi inget.

Peneliti : oke jadi kamu bisa cepet inget ya kalau pakai role play. Kalau fen fen

gimana?

Responden 1 : mmmmmm apa ya soalnya kalo udah maju gitu walaupun pertama

itu malu kalo udah maju tu lega kan seneng terus jadi inget.

Peneliti : jadi kaya seperti Lauren lah ya, kalo sudah role play jadi kita inget.

Soalnya kalian sudah bener – bener ngelakuin itu ya.

Responden 1 ; iya karena itu jadi sudah bisa

Peneliti : jadi bisa dibilang kalau role play itu sebagai bantuan buat kalian untuk

mengingat suatu materi?

Responden 1,2,3,4 : iyaaa gitu

Peneliti : terussss apa lagi ya, kalau kalian suruh milih kalian suka role play atau

yang Cuma dijelasin pakai catetan?

responden 1 : oiya role play

Responden 2 : kalau nyatet nggak mudeng

Responden 3 : kadang jadi nggak jelas kalo nyatet aja

Peneliti : materi paling susah menurut kalian apaa?

Responden 4 : jam

Responden 1 : bahasa inggris atau apa?

Peneliti : bahasa inggris

Responden 1 : jam

Responden 3 : jam

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Peneliti : itu ya yang half, a quarter itu ya. Itu kalian kira – kira kalau diajarin jam

pakai role play itu seneng gak? Bisa cepet mudeng nggak?

Responden 2 : lumayan lah ya

Responden 3 : kayaknya bisa

Responden 1, 4 : bisaa

Peneliti : mmmmm…. Ya berarti kan sudah miss nanda tanyakan semua ya, jadi

cukup sekian diskusi kita hari ini. Terimakasih ya