the perceptions of pgsd english club students … · provides english club to help students to...

THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS

ON THE USE OF ROLE PLAY IN DEVELOPING

SPEAKING SKILL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ceria Berlanda Bamularti

Student Number: 111214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE PERCEPTIONS OF PGSD ENGLISH CLUB STUDENTS

ON THE USE OF ROLE PLAY IN DEVELOPING

SPEAKING SKILL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 111214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


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This work is so important to me. I

dedicate this work to my family who

always support me no matter what.

Matthew 21:22

“And all things, whatsoever ye shall ask

in prayer, believing, ye shall receive.”


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ABSTRACT

Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club

Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:

English Language Education Study Program Sanata Dharma University.

This research aims to find out the perceptions of PGSD English Club

students on the use of role play in developing their speaking skill. Speaking is the

most important skill in language learning. Primary School of Teacher Education

or Pendidikan Guru Sekolah Dasar (PGSD) of Sanata Dharma University

provides English Club to help students to develop their speaking skill. The

technique used in teaching-learning activity to develop the students‟ speaking skill

is role play. The use of role play provided the new experiences to the students in

speaking English. Therefore, from the experiences of the students in using role

play as the technique, the researcher tried to discuss and understand the

importance of the role play and how the students perceived the use of role play.

There is one research problem in this research. The research problem is

„what are the students‟ perceptions on the use of role play in developing speaking

skill?‟

In order to solve the research problem, the researcher used mixed methods

in conducting this research. The data was collected by using two research

instruments. Those research instruments are questionnaire and interview. The first

thing to do in collecting the data was that the researcher distributed the

questionnaire to the students of English Club PGSD Class 2 PGSD 3. After the

students answered all questionnaires, the researcher conducted the interview with

four students.

The results of this research showed that the students had good perception

in using role play as the technique in developing their speaking skill. The students

answered the statements stated in questionnaire positively. They believed that role

play helped them in developing their speaking skill. Moreover, based on the

experience, they also believed that role play became an appropriate technique

used in teaching-learning activity, especially in speaking class of English Club

PGSD.

Keywords: perception, role play, speaking, learning motivation


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ABSTRAK

Bamularti, Ceria Berlanda. (2015). The Perceptions of PGSD English Club

Students on the Use of Role Play in Developing Speaking Skill. Yogyakarta:

Pendidikan Bahasa Inggris Universitas Sanata Dharma.

Penelitian ini bertujuan untuk menemukan persepsi mahasiswa English

Club PGSD tentang penggunakan role play dalam mengembangkan keterampilan

berbicara. Berbicara adalah keterampilan yang paling penting dalam

pembelajaran bahasa. Pendidikan Guru Sekolah Dasar (PGSD) Universitas

Sanata Dharma menyediakan English Club untuk membantu para mahasiswa

mengembangkan keterampilan mereka dalam berbicara Bahasa Inggris. Teknik

yang digunakan di dalam aktivitas pembelajaran untuk mengembangkan

keterampilan berbicara adalah role play. Penggunaan teknik role play

memberikan pengalaman baru bagi mahasiswa untuk meningkatkan keterampilan

berbicara dalam Bahasa Inggris. Dengan demikian, dari pengalaman mahasiswa

dalam penggunaan role play sebagai teknik, peneliti mencoba untuk

mendiskusikan dan memahami pentingnya role play dan bagaimana mahasiswa

memberikan persepsi tentang penggunaan role play.

Terdapat satu rumusan masalah di dalam penelitian ini. Rumusan

masalah tersebut adalah „Apa saja persepsi mahasiswa tentang penggunaan role

play dalam mengembangkan keterampilan berbicara?‟

Untuk menyelsaikan rumusan masalah, peneliti menggunakan penelitian

campuran untuk melakukan penelitian ini. Data dikumpulkan dengan

menggunakan 2 instrumen. Instrument penelitian tersebut adalah kuesioner dan

wawancara. Hal pertama yang dilakukan untuk mengumpulkan data adalah

dengan membagikan kuesioner pada siswa English Club kelas 2 PGSD 3. Setelah

para siswa menjawab semua pertanyaan di kuesioner, peneliti melakukan

wawancara dengan empat siswa.

Hasil dari penelitian ini menunjukkan bahwa para siswa memiliki

persepsi yang baik dalam penggunaan teknik role play sebagai teknik untuk

mengembangkan keterampilan berbicara. Para siswa menjawab semua

pernyataan secara positif. Mereka percaya bahwa role play membantu mereka

dalam meningkatkan keterampilan berbicara dalam Bahasa Inggris. Terlebih

lagi, menurut pengalaman, mereka juga percaya bahwa role play menjadi teknik

yang tepat digunakan dalam aktivitas belajar mengajar khususnya di kelas

speaking di English Club PGSD.

Kata kunci: perception, role play, speaking, learning motivation


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ACKNOWLEDGEMENTS

With the accomplishment of this thesis, I would like to express my deepest

and great gratitude to my Lord, Jesus Christ, who always supports me, loves me

abundantly, strengthens me, and guides me so that I can accomplish this thesis

well. When my zeal is going down, He is always near me until everything

happens as well as His plan.

I also take this opportunity to thank all people who made a contribution

in my academic life so far. I would like to express heartfelt gratitude to my

advisor, Christina Lhaksmita Anandari, S.Pd., Ed.M., who has been patiently

guiding me in doing this thesis and whose tireless efforts have made this dream a

reality. I am very indebted to her for her patience, encouragement, care, help,

motivation, and advice from the beginning of the research until the

accomplishment of this thesis. No amount of words can express my sincere

gratitude for her unending support during the research period. I also thank all the

lecturers of English Education Study Program for teaching me during my

study from the first semester until the last semester in Sanata Dharma University.

I would also deliver my best thanks to Rm. G. Ari Nugrahanta, S.J.,

S.S., BST, M.A. as the chairperson for giving me the chance to conduct the

research in Program Pendidikan Guru Sekolah Dasar. I am also sending my

deepest thanks to Teresia Dian as the tutor of English Club PGSD who also gave

me chance to conduct my research in her class. Not to forget, I also thank all

students of Class 2 PGSD 3 for their cooperation and kindness in helping me to


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collect the data.

I also take this opportunity to thank my entire extended family. This

thesis would not have been possible without the wise advice, prayer, patience, and

everlasting love of my father, Umarwoto and my mother, Sumtini. I would like

to thank my older brothers Andreas and Bedesta, my younger sister Depra, and

my sisters-in-law Dian and Nanik, who have been my ridiculous supporters and

whose time is greatly compromised during my studies.

My best regards also go to my best partners, friends and listeners who

always support me. They are Wednes, Rani, Wulan, Ishom, and Eci. My

gratitude also goes to my friends who always teach me and give me some

suggestions. They are Vivin, Elisa, Gustin, Dian, and Susan. All of them are

always coloring my days. I would appreciate their time for the laugh, love, and

every single moment we share together. My thanks are also given to my

classmates for the crazy and joyful moment during the learning process.

The last but not least, I would like to deliver my special thanks to my

heartthrob for the love, time, care, and support so that I can finally accomplish

my thesis. I thank him for always being so patient in waiting and in having the

differences between us.

Lastly, my warm regards go to all of those who have made a positive

contribution in my life.



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TABLE OF CONTENTS

TITLE PAGE ..................................................................................................... i

APPROVAL PAGES ......................................................................................... ii

DEDICATION PAGE ....................................................................................... iv

STATEMENT OF WORK‟S ORIGINALITY .................................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi

ABSTRACT ....................................................................................................... vii

ABSTRAK ........................................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................... ix

TABLE OF CONTENTS ................................................................................... xi

LIST OF TABLES ............................................................................................. xii

LIST OF FIGURES ............................................................................................ xiv

LIST OF APPENDICES ..................................................................................... xv

CHAPTER I. INTRODUCTION ....................................................................... 1

A. Research Background ........................................................................ 1

B. Research Problems ............................................................................ 6

C. Problem Limitation ........................................................................... 7

D. Research Objectives .......................................................................... 7

E. Research Benefits .............................................................................. 8

F. Definition of Terms ........................................................................... 9

CHAPTER II REVIEW OF RELETED LITERATURE ................................... 11

A. Theoretical Description ..................................................................... 11

1. Perception ..................................................................................... 11

1.1 Perception on Learning........................................................... 13

2. Speaking Skill ................................................................................. 14

2.1 Teaching Speaking for EFL....................................................... 18

3. Role Play ........................................................................................ 18

4. Motivation ..................................................................................... 21


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4.1 The Definition of Motivation .................................................... 21

4.2 The Relation of Motivation to Learning Performance .............. 22

4.3 How Role Play Can Influence Students‟ Motivation to Speak . 23

B. Theoretical Framework .................................................................... 24

CHAPTER III METHODOLOGY .................................................................... 26

A. Research Method ................................................................................ 26

B. Research Setting .................................................................................. 27

C. Research Participants ......................................................................... 27

D. Instruments and Data Gathering Technique ....................................... 28

E. Data Analysis Technique .................................................................... 31

F. Research Procedures ........................................................................... 33

CHAPTER IV RESEACH FINDINGS AND DISCUSSION ........................... 35

A. Research Results ................................................................................ 35

B. Discussion ............................................................................................ 47

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS .................... 57

A. Conclusions ...................................................................................... 57

B. Recommendations ............................................................................ 58

REFERENCES .................................................................................................. 61

APPENDICES .................................................................................................... 65


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LIST OF TABLES

Table 3.1 Sample of the Questionnaire Form ................................................... 30

Table 3.2 Questionnaire Blueprint ..................................................................... 30

Table 4.1 The Distribution of Responses to Students‟ Perception on the Use of

Role Play ........................................................................................... 36


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LIST OF FIGURES

Figure 4.1 The Percentage of Total Responses of the from Questionnaire ........ 44


xv

LIST OF APPENDICES

Appendix 1 Questionnaire .................................................................................. 65

Appendix 2 Interview Question .......................................................................... 67

Appendix 3 Questionnaire Result ....................................................................... 68

Appendix 4 The Transcript of Interview............................................................. 70

Appendix 5 Students‟ Answer in Open-Ended Questions .................................. 75

Appendix 6 Sample of Students‟ Questionnaire ................................................. 79


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CHAPTER I

INTRODUCTION

Chapter I provides the background information and the rationale of the

research. This Chapter is divided into six parts. Those parts are research

background, research problem, problem limitation, research objectives, research

benefits, and definition of terms used in the research.

A. Research Background

English has an important role since most of the information resources,

such as from internet, advertisement, or even announcement are in English.

Harmer (2007) states that there is no doubt that English is a vital linguistic tool for

many business people, academics, tourists, and citizens of the world who wish to

communicate easily across nationalities. Therefore, that is the proof that English is

used in many fields. It can also be concluded that English has been learned in

every aspect of modern life such as education, politics, economics, and science.

Thus, English as the international language should be mastered by many people

because many formal activities will use English as the communication to others.

Many countries set English as a second language and foreign language

(Barbara, 2001). In Indonesia, English is considered as a foreign language in

which English is used only for formal level such as in school, university and

occupation field. There are four skills that should be learned in English as a

foreign language. Those four skills are listening, speaking, reading, and writing.


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Speaking becomes one of the skills that is required to be developed in learning

English. Considering the important role in communicating using English,

speaking can be one of the most important and affective thing needed by people to

accomplish. Ur (1996) states that speaking seems intuitively the most important

skill among all the four skills. Therefore, speaking skill will be discussed the most

in this research.

Speaking and writing belong to productive skills. Besides, there is also

receptive skill. In this case, listening and reading belong to receptive skills. Davies

(2014) states that productive skill is the ability to communicate actively in the

foreign tongue, through speaking and writing. To make the speaking skill

increased, speaking skill should be practiced regularly. It is also explained that

speaking is often the skill upon which a person is judge (McDonough and Shaw,

2003). Thus, people must have good speaking ability because speaking is a

product of language that becomes people‟s criterion to see someone‟s language

skill rather than from listening, reading, and writing. However, many people feel

that speaking in a foreign language is harder than the others skill (Nunan, 2003).

As the researcher stated, in Indonesia, English has been decided as one of

the important subjects in school and university. Also, the government expects that

the students are able to master English as means of communication, transfer

communication, and knowledge development. Nowadays, the existence of

International School becomes a proof that the usage of English is more developed

in Indonesia. Most of international schools have the higher standards of teachers

than the national schools do. The teachers must have good skill in English


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especially when they are speaking because they will use English to teach the

students in international school. Realizing the existence of international school,

many teachers should be ready to compete with others. Therefore, this case makes

a concern for some universities to pay more attention in using English.

Sanata Dharma University emphasizes English proficiency for all students

from English and non-English majors. For non-English majors, there should be

requirement test before they graduate from this University. This test is called

spoken English competency test (Tes Kemampuan Berbahasa Inggris). In order to

graduate from Sanata Dharma University, the students should pass this test.

Primary School Teacher Education Study Program (PGSD) is one of the study

programs which prepares the primary school teacher candidate. The aim of this

study program is to obtain the Primary School Teacher Education Study Program

bachelors which are broad-minded, and adequate in both professional and

academic competence. In other words, the teacher candidates should graduate

with good skills. One of the skills that should be mastered is English speaking

skill. It has been stated that some international schools in Indonesia use English as

the language in teaching-learning process. Therefore, there is one test that should

be taken by the students of PGSD in order to measure to what extent English is

mastered by the students.

In accordance with the preparation, Primary School Teacher Education

Study Program (PGSD) has created a program named English Club. This is the

program which is cooperatively done by PGSD and English Language Education.

It is because the teachers or the tutors of this program are from English Language


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Education Study Program. English Club is the compulsory program which should

be taken by the students of PGSD in the first semester up to fourth semester. The

aim of this program is to facilitate the students to enhance the students‟ English

ability, especially in speaking skill. Therefore, the students can express their ideas

with less fear and doubt. Besides, they can also graduate with good English

speaking skill.

Since becoming a foreign language, the students of English Club PGSD

are not accustomed to speaking English. In this research, the researcher chose

Class 2 PGSD 3 as the research participants. The number of 2 in Class 2 PGSD 3

means that the students are from semester 2. Based on the observation in English

Club class 2 PGSD 3, the tutor of English Club PGSD met some difficulties when

she was teaching using English. The students were not motivated to speak

English. The students still used Bahasa Indonesia when they asked a question or

permission. Previously, the tutor had explained how to ask permission in English.

The reason why students did not use English was because they were afraid of

making mistakes. They would be more comfortable if they had conversation in

English with their friends. It was because they could practice together with less

fear of making mistakes. The result of midterm test also showed that the students

of English Club PGSD had low motivation in using English. From this case, it can

be concluded that students‟ low motivation to speak English more becomes a

serious problem. Therefore, the teachers have the big role to motivate the students

to learn English as enjoy as they can so that they can also use English in daily

conversation very often. The most important thing as the teacher or tutor is to


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make the students speak. Besides, the tutors should be able to give interesting

technique while they are teaching in order to make the students that motivated in

learning. Therefore, they can be free to speak in giving their ideas.

As a result of observation that has been done, there were some problems

concluded that the tutor faced when they were teaching in English Club. The first

problem was that the students spent a lot of time to listen than to talk. If the tutor

asked them to speak in English, they only spoke very short, even they sometimes

answered using Indonesian. It was because they were from non-English major.

The second problem was that the students still pronounced some words incorrectly

and also made many grammatical errors in speaking. They did not know how to

speak correctly. They tended to be confused in choosing the words. The next

problem was that the students had limited vocabulary. It was because they forgot

the vocabulary that had been learned in Senior High School. The last problem was

that the students needed much time to speak English because they were not sure

about their speaking ability. Based on the conversation, some students said that

they did not like English because English was very difficult. By these problems,

the tutor have big role to overcome those problems.

There are a lot of factors that can influence learning activities. Two of

important factors that can influence the success of speaking class are teaching

technique and perception of the technique used in teaching-learning activities. The

problem of speaking class does not only come from the technique used by the

tutor but also from the students. They are too shy to express their ideas. It is

because they have lack of vocabulary. The use of teaching techniques becomes


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one of the factors that influence learning process. In this learning process, the

tutor used a technique named role play.

According to Joyce and Weil (1996) role play is a teaching strategy that

emphasizes the social nature of learning and see cooperative behavior as

stimulating students. By doing role play, the students will get much opportunity to

speak. Role play can help students to practice an actual dialogue. As explained by

Nunan (2003), role play also provides learners practice speaking the target

language before they must do in the real environment. This technique can also

encourage shy students to be more active in the learning activity. The tutors use

this technique because this technique is suitable from English Club students to

develop their speaking skill especially to make them enjoy and like learning

English. Therefore, from of the problems stated, the researcher conducted the

research to know to what extent role play can affect the students speaking ability

from their perception.

B. Research Problem

English Club is a compulsory program which should be taken by the

students from Primary School Education Study Program (PGSD). By having this

program, the students are supposed to be primary school candidates who master

English well. In order to help students reach the goal, the tutors of English Club

use role play as the teaching technique to develop their English especially in

speaking and to make the students like studying English. Based on the problem

described in the background of the research, one research problem is formulated


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as follows: What are the students‟ perceptions on the use of role play in

developing English speaking skill?

C. Problem Limitation

This research tried to find the students‟ perception about the use of role

play in developing English speaking skill. It was because the researcher found

some problems that were faced by the tutor of English Club when she was

teaching the students. Therefore, this research is aimed to solve the problems by

giving some questions to the students related to their perceptions in using role

play as the technique in teaching-learning activities. The researcher would see to

what extent role play helps the students of English Club PGSD Class 2 PGSD 3 in

developing their English speaking skill. This research took place in English Club

PGSD in the academic year of 2014/2015. This research was limited for the

students of English Club PGSD Class 2 PGSD 3. This class consists of 24

students who belonged to this research as the research participants. The researcher

chose this class because it applied role play in teaching-learning activities.

D. Research Objectives

Realizing the importance of the use of role play as teaching technique in

English Club, the research is intended to focus on some objectives. The objective

of the study is to find out the perception of the second semester students of PGSD

who take English Club. Specifically, the study is aimed to see the opinion of the

students towards the use of role play in their learning process. The study is also


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aimed to identify some suggestions from the students. In other words, the study

focuses on the ways to enhance the use of role play in English Club. The

suggestions are meaningful for it can foster a better performance in English Club.

E. Research Benefits

It is expected that the research gives some benefits to the English Club

students of Primary School Teacher Education Study Program. Besides, by doing

this research, the researcher also hopes that it is also beneficial for the tutors who

teach in English Club.

1. English Club students of Primary School Teacher Education Study

Program

The researcher hopes that this research will give contribution to English

Club students of Primary School Teacher Education Study Program. The first

contribution is that the students know and understand more about role play. By

understanding about role play, it is expected that the students enjoy learning

English so that they can improve their speaking skill. The second contribution is

that they can express freely while they do the role play. They can speak what they

want to speak without any doubt.

2. The Tutors of English Club

By knowing the students‟ perceptions about the use of role play, the tutors

of English Club are expected to develop the technique. Teaching technique is very

important to give high motivation to students in learning English. Therefore, if the

students give some negative perceptions, the tutor should find other techniques


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which are more interesting than role play. Also, the tutors are expected to be able

to give inspiration to other tutors in creating other strategy in order to make

students have the higher motivation in learning English. The tutors should be able

to create the strategy and to choose the technique as interesting as possible to grab

students‟ attention and to give the higher motivation to the students.

F. Definition of Terms

One of the most notable things about the title of the study is that the title is

constructed from several keywords. Those keywords need clear definition.

Therefore, it will not be misunderstanding in this research.

1. Perception

The first keyword in this research is perception. There are a lot of

definitions about this term. According to Gibson, Ivancevich, and Donnely

(1985), perception depends entirely upon information in the 'stimulus array' rather

than sensations that are influenced by cognition. Besides, Robbins (2005) stated

that perception is an individual process to organize and interpret the sensory

impression in order to give meaning in the environment. Therefore, it is related to

the research which gives interpretation about role play in increasing English

speaking skill. In this research, perception is seen as the way person interpret the

information whether it is good depend on the person‟s mind.

2. Role Play

Role play is an activity where students are assigned an untrue from which

they have to improvise some kind of behavior toward the other character in the


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exercise (Paulston & Bruder, 1976). In this case, teacher gives some direction

about the characters and situation that must be done by the students. In other

words, students are asked to play the part of someone else. Besides, Lucatoni

(2002) states that role play can be very enjoyable for students and provide

excellent opportunities for using language in real life situation. It means that role

play can develop students speaking skill in their real life. In this reasearch, role

play is the technique in which the students play a role as someone else in order to

train their speaking skill.

3. Speaking Skill

According to Nunan (2003) speaking is a communication in an oral way

for interactional purposes, to make social relation and transactional purposes.

Through speaking, people can express their ideas, thoughts and feeling orally.

In this research, speaking skill means the ability of the students to speak

English. In this case, the students are expected to give some perceptions about the

use of role play in increasing their speaking skill.

4. Motivation

The key to the succesful learning is that the students must have higher

motivation to speak English. As explained by Pintrich and Schunk (2008),

motivation influences students‟ behavior in classroom. Motivation is something

that gets us going, keeps us working, and helps us complete the tasks (Pintrich &

Schunk, 2008). Therefore, in this research, motivation means something that from

inside or outside that stimulates desire of people to do something.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains of review of related literature. The theories will be

explained deeper in this chapter. Those theories will be used to be basis of the

study and to solve the research problems of this research as stated in Chapter I

This chapter is divided into two sections. Those are theoretical description and

theoretical framework.

A. Theoretical Description

This part discusses some important theories which are used in research

discussion. There are four main aspects which will be discussed in this part. Those

are theory of perception, speaking, role play, and motivation.

1. Perception

There are a lot of definitions of perception. The understanding of

perception can be derived from some sources. According to Fleming and Levi

(1993), perception is the process whereby one becomes aware of the world around

oneself. Meanwhile, according to Hilgard et al. (1975), perception is the process

where people organize and interpret the stimuli in the environment. Sometimes,

the environment can influence the way of people in giving perception. Hardy and

Heyes (1994) state that “the basic form of perception is people‟s born talent;

meanwhile perceptional ability is the result of learning, which is determined by

the environment”. It can be concluded that perception itself is personal cognitive


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process of interpreting something and it can be derived from the environment

where the people live and then one of the people‟s senses will catch the stimuli

and they will interpret it based on their own perception.

Perception as a process of interpreting of objects and other things can be

influenced by stimuli. Davidof (1975) states that stimuli of perception derived

from individual and outside of the individual. Szilagyi and Marc (1980) state that

there are three factors which influence a person‟s perception. Those three factors

are attributes of the object which consists of stimulus, motion and physical size

attributes of the situation which consists of environment or work situation, and

attributes of the person which consists of the characteristic of the person. Those

factors influence the way of person in giving perception. Besides, Davidof (1975)

shortens the factors that influence someone‟s perception into two; the first is

internal factor and the second is external factor.

a. Internal factor relates to individual. Those factors include the feeling,

experience, and ability in thinking. Each person has different personal

experience and ability toward things around them. Thus, personal experience

takes important role toward the perception.

b. External factors are from environment and stimuli. If the stimuli that appear in

society clear enough then human‟ perception will be accurate but if the stimuli

do not clear then the perception maybe will inaccurate.

Those theories of factors that influence someone‟s perception are similar.

They are related to each other. Therefore, by giving perception, people will

produce a meaningful experience of the world.


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People give some perceptions based on their feeling of subjectivity and

their experiences in the past. Therefore, it is possible if people do not give the

same perception about particular things, even though the object is the same.

Gibson and Pick (1979) also state that there is connection between perception and

experience. It means that perception and experience are related to each other.

However, perception is not always formed by the experience of someone. There is

another possibility to form perception that is based on others‟ opinion. As stated

before, stimuli can affect someone‟s perception. When the stimulus from others is

strong, this situation could affect someone‟s perception without any experience

which comes from him or her.

In this research, perception means as the response of the use of role play to

form some meaningful information to the learning process. If the students have

positive experience, they would form positive perception on the use of role play in

learning speaking. Perception that is formed by experience is stronger than

perception formed by sensation or stimuli (Santoso, 2000).

1.1 Perception on Learning

This part is discussed the connection between perception and students‟

activity in learning. As stated by Champbell et al. (2001) there are five elements

of language teaching-learning activities implementation that bulid students‟

perception. Those elements are (1) The way how the teacher teaches the students,

(2) What the teacher wants the students to learn, (3) how the students learn, (4)

What the students learn, and (5) What the purpose of learning language


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(Champbell et al, 2001). This statement means that perception on learning relates

to the beliefe and concept about knowledge or message.

2. Speaking Skill

It is necessary to define what speaking is in order to have understanding

about speaking. Nunan (2003) explains that speaking is the productive oral skill.

Besides, Paulston and Bruder (1976) define speaking as a competency to

communicate in the target language. People who communicate the message, they

may have certain expectation as the response of person to whom they are

addressing it. Speaking makes the understanding of all information delivered

easily. In addition, according to Chaney (1998) speaking is the process of building

and sharing meaning through the use of verbal and non verbal symbols, in a

variety of context.

Mastering the art of speaking skill is the most important aspect of learning

a foreign language, and success is measured in terms of ability to carry out a

conversation in the language (Nunan, 1991). There are several functions of

speaking. Acording to Brown and Yule as cited in Nunan (1991), two basic

language functions in speaking are transactional function and interactional

function. It means that the concern of the first function is to transfer information

and the second function is maintenance speech of social relationship. Meanwhile,

Richards (2008) explains that there are three functions of speaking. Those are

speaking as interaction, speaking as transaction, and speaking as performance.

Richards (2008) explains that as interaction, speaking also means a

conversation to others. Interaction is defined as greeting and telling story. The


15

main function is how speakers wish to present themselves to each other rather

than on the message that want to be delivered. This function plays social role. In

this case, according to Nunan (1991) the function is included as instructional

function.

The second function of speaking is as a transactional process. It refers to

the situation where the focus is on what is said or done (Richards, 2008). From

this case, it could be seen that the focus between the first function and the second

function are different. The last function is as performance. It refers to public

speech. The focus of this function is in the content of the message which wanted

to be delivered by the speakers to the audiences (Richards, 2008).

In this research, speaking means the activity of the students to present the

language orally, to deliver the ideas, feeling, purpose, and thought. It emphasizes

on the interaction, communication and understanding each other. It can be

concluded that speaking skill is the power or skill in presenting the language

orally to interact and communicate with others. One of the activities which can be

applied in classroom is simulation and role play (Harmer, 2007). Simulation and

role play are the activities which stimulate a real life for students as if they were

doing so in the real world (Harmer, 2007).

There must be some characteristics in order to get successful speaking

ability. The characteristics are learners talk a lot, participation is even, motivation

is high, and language is on the acceptable level (Ur, 1996).


16

a. Learners talk a lot

It means that the learners can talk as much as possible. In fact, the period

of time allotted to the activity is occupied by learners‟ talk.

b. Participation is even

It means that all members get chance to speak and distribute the

contribution when the teacher asks the students to make a group

discussion.

c. Motivation is high

Eagerness to speak comes up to the learners because they are interested in

the topic and have something new to say about.

d. Language is on acceptable level

Learners express themselves in utterances that are relevant, easily,

comprehensible to each other, and acceptable level of language accuracy.

Speaking is the ability to use language in ordinary way by speech. It also means

that learners use language which is understandable.

When people speak, they construct the ideas in words, express their

perception, their feeling, and their intention. If the learners do not have skill,

understanding of the language, acknowledgement of the language, they cannot

grasp meaning of the speaker‟s mean. Therefore, people who want to speak

English well, besides learning, they need to practice it.

According to Ur (1991) there are some problems faced by learners in

speaking activities. Those problems include the lack of theme to be spoken,

inhabitation, the low of participation, and the use of mother tongue.


17

a. The lack of theme to be spoken

Some learners get difficulties in thinking the structure when they want to

say. They think much about the construction of the sentences which will

be spoken. Besides, they have no motivation to express themselves

beyond the guilty feeling they should be speaking.

b. Inhibition

Unlike listening, reading, and listening activities, speaking requires some

real time exposure to an audience. Learners are often inhibited about

trying to say something in foreign language in the classroom. They worry

about making mistakes; they are shy of the attention that their speech

attracts.

c. The low of participation

This problem is compounded by tendency of some learners to dominate,

while others speak very little or not at all.

d. The use of mother tongue

Usually, most of learners share the same mother tongue in class. If they

are talking in small groups, it can be quite difficult to keep using the

target language.

Hedge (2011) states that students sometimes are nervous speaking in front

of others and occur through nervousness because they are unused to demand for

speaking in public. The problem may also come from the teacher. The teacher

would be in the position of controlling a set of strategies that would help the

students improve their speaking ability.


18

2.1 Teaching Speaking for EFL

It is important to see how the teacher should teach the EFL learners

especially in speaking. Speaking for EFL is important yet it also becomes

complex problem for the teachers. Richards and Renandya (2002) explain that

Learning to speak foreign language requires more than knowing its

grammatical and semantic rules. Learners must also acquire the knowledge

of how native speakers use the language in context of structured

interpersonal exchange.

It is clear that speaking requires the ELF learners‟ deep understanding of how

English is used based on context of interaction. In order to help EFL learners

improve their speaking ability, a teacher shpuld have the right strategy to teach the

EFL learners in the classroom. Hedge (2011) gives some tips for improving

speaking. They are: keeping the activity fun and simple, having a back up plan for

the entire class, reflecting on what the techers do to help students improve their

speaking skill, not to overdue speaking activities in one lesson. Those tips can be

used by teachers to help the EFL learners have good speaking skill.

3. Role Play

Role play is defined as an activity which involves students‟ participation

in speaking, use certain situation and make students release their ideas ( Joyce and

Weil, 1996). Ladousse (1996) believes that a role play gives students more

opportunity to use language in elaborate dialogues within culturally relevant and

significant contexts. These explanations indicate that role play is closely related to

the ability to produce language in authentic conversation. In addition, role play

demands the cultural awareness and allows students to act out their knowledge.


19

The shared experiences and engagement in role play and acting help pupils

to develop the essential language skills of speaking and listening (Line, 1997 in

Thompson and Evans, 2010). According to Lucatoni (2002) role play can be

enjoyable for learners and provide excellent opportunities for using language in

real life situation.

Role play provides the students with a simple activity and a meaningful

exercise. In doing role play, the students are not only trained to practice their

speaking skill, but also learn a social aspect. Paulston and Bruder (1976) believe

that role play is an exercise where the students are assigned to play some kinds of

behavior. Meanwhile, Hedge (2011) describes role play as a speaking activities

which involves dialogues, settings, situations, and roles which are made by

teachers. Furthermore, role play also invites students to experience how to use the

language by themselves. According to Oyabu in Haruyama (2010) role play is

suitable for making an environment in which students are not silent but rather can

naturally speak in.

Doff (1990) also explains that role play is a way to bring situation from

real life into the classroom activity. Using role play as a technique in learning

process gives some benefits, they are: role play is a fun technique, role play

allows students to have some experiments with language they learn, the students

will have a chance to apply some kind of expression which is usually ised in

target language conversation (Doff, 1990). The next benefit is that role play

provides special opportunity to go beyond what has been taught in class and to

draw on the full range of their language competencies. Role play also engages the


20

learner physical activity. It means that role play forces students to have some kind

physical movement. Students have to act as the role that is given.

The other benefit is that role play allows student to express the students

who have sense of humor. As one of teaching technique, role play gives the

students opportunity to express themselves freely (Doff, 1990). The last benefit

according to Doff (1990), role play offers good listening practice. It means that

when other students are doing role play in front of the class, the others should

listen to what they are performing.

Ladousse (1996) also explains about the reason why role play is beneficial

to use in learning process. Those reasons include:

a. Role play puts students in situation in which they are required to use any

roles of relationship to develop their sociolinguistic competence.

b. Through role play, teacher can train the students in speaking skills in any

situation.

c. Role play helps many shy students by providing them with a mask. In the

role play, students pretend as someone else.

d. The students can enjoy their imagination because role play is fun.

e. Role play is one of communicative techniques which develops fluency in

language students, which promotes interaction in the classroom and which

increases motivation.

According to Ladousse (1996) there are several types of role play:

a. Roles which correspond to a real need in the students‟ lives.

b. Roles which the students may or may not have direct experience


21

c. Roles which few students will ever experience directly themselseves, but

which are easy to play because the students have such vast indirect

experience.

d. Fantasy role, which are fictitious, imaginary, and possible even absurd.

4. Motivation

Motivation is described in this section. There are three parts that will be

discussed. Those are the definition of motivation and the relation between

motivation and learning and performance, and the last is about how role play can

influence students‟ motivation to speak English.

4.1 The Definition of Motivation

Woolfolk (2013) defines motivation as an internal state that arouses,

directs, and maintains behavior. Besides, Mouly (1973) explains that motivation is

a state of tension directing behaviors toward the attainment of a goal. Those

definitions mean that motivation is something that directs behavior toward a

particular goal. Meanwhile, Pintrich and Schunk (2008) explain that motivation is

a process which involves two main elements such as goal and activity. There are

two kinds of motivation; intrinsic motivation and extrinsic motivation (Pintrich &

Schunk, 2008). Courage and willingness are included as intrinsic motivation. On

the other hand, external motivation comes from external factor that influences a

person attitude toward something. Reward or punishment can be something that

influence motivation. Woolfolk (2013) also states that motivation stems from

factors like interest or curiosity is called intrinsic motivation. When students are

motivated, they do not need incentives of punishment to make them work because


22

the activity itself is rewarding. When students do something in order to earn

reward, avoid punishment, please teacher, or some other reason, they experience

extrinsic motivation (Woolfolk, 2013).

4.2 The Relation of Motivation to Learning and Performance

Harmer (2007) states that learning English might be just an obligation. For

this reason, the English teachers meet some difficulties because of lack of

motivation of the students. It also happens when the teacher or tutors teach in

English Club Program. Students who are studying English in non-English

speaking country need to start with the motivation from themselves (Finnochiarro,

1974). In this case, the teachers have the big role to motivate the students to learn

English as enjoy as they can so that they can also use English in daily

conversation very often. In order to make the students familiar with English, the

tutors in English Club use English all the time while they are explaining.

However, in teaching-learning process, a good communication using English is

still difficult to make the students fully understand about the materials. According

to Matthews, Spratt and Dangerfield (1985) many conversation classes fail

because the students are insufficiently motivated to speak, too few students

participate and the teacher does most of the talking. Thus, the most important

thing as the teacher or tutor is to make the students speak. Besides, the tutors

should be able to give interesting technique while they are teaching in order that

students motivated in learning. Therefore, they can be free to speak in giving their

ideas without any fear.


23

Teacher and students have to be aware that motivation gives a great

influence in the successful leaning. Motivation can influence what, when, and

how people learn (Pintrich and Schunk, 2008). Meanwhile, good relationship and

learning situation that is made by the teacher can make a successful learning

process. Dornyei (2001) states:

A successful learning process requires motivational teaching

practice. It uses teacher‟s role in the learning process where teacher

has to meet this four characteristics: (a) Creating the basic

motivational situation (b) Generation initial motivation (c)

Maintaining and protecting motivation and (d) Encouraging positive

retrospective self- evaluation (p. 30).

Successful learning affects the students‟ perception on the lesson which

has a significant effect toward the students‟ motivation.

4.3 How Role Play Can Influence Students’ Motivation to Speak English

Increasing students‟ motivation to speak can be done by various ways. The

very first way that can be used is experiential learning. This is the method in

teaching-learning activity to help students in improving their knowledge and skills

through their experiences. Cahyani (2003) believes that when the students find a

comfortable learning situation, it leads to an enjoyable learning situation and

makes them more motivated. Role play enables people to experience and achieve

in a way that their normal work might not. Through role play, the students

experience themselves a certain condition, which is close to their life.

The second way to increase students‟ motivation is by creating interesting

task. A speaking task called as an interesting one when it is related to the students‟

lives and highlights ways learning can be applied in real life situations (Lumsden,


24

1994). Furthermore, Doff (1990) also explains that role play is a way to bring

situation from real life into the classroom activity.

The third way to increase students‟ motivation to speak is by providing

them with an enjoyable learning situation. It means that teacher should create a

fun activity. Role play is one of fun activities. It frees the students to relax and let

them enjoy class activity. It is supported by the theory of Ladousse (1996) that

role play is fun because students can enjoy their imagination.

B. Theoretical Framework

In theoretical framework, the researcher tried to relate the theory and this

research. The research is about the students‟ perception on the use of role play.

Based on Hilgard et al. (1975), perception is the process where people organize

and interpret the stimuli in the environment. The students‟ perceptions are

important since they influence students‟ motivation to learn and behave in the

learning activities. On the other hand, the techniques of teaching are also

important to facilitate the teaching-learning process. The implementation of role

play refers from the shared experiences and engagement in role play and acting

help pupils to develop the essential language skills of speaking and listening

(Line, 1997 in Thompson and Evans, 2010). To answer the first research problem,

the researcher used the theory from Hardy and Heyes (1994) stated that “the basic

form of perception is people‟s born talent; meanwhile perceptional ability is the

result of learning, which is determined by the environment”. The students can

give their perception about the use of role play in their class.


25

Role play as a technique in learning speaking also brings some perception

for the students. The students perceive role play as a good technique if they have

good experience about it. As Lucatoni (2002) stated, role play can be enjoyable

for learners and provide excellent opportunities for using language in real life

situation.

The analysis of motivation can answer to what extent role play can help

students in improving students‟ speaking ability in English. The researcher used

theory from Dornyei (2001). The others theories will be explained more in the

discussion.


26

CHAPTER III

METHODOLOGY

In this chapter, the researcher presents the methods of the study to solve

the problems stated in Chapter I. In addition, there is also the description of

outlines of the procedure in gathering and analyzing the data. There are six parts

in Chapter III, they are: Research Method, Research Setting, Research

Participants, Research Instrument and Data Gathering Technique, Data Analysis

Technique, and Research Procedures.

A. Research Method

This research was conducted to figure out how role play developed

students‟ speaking skill of English Club in PGSD class 2 PGSD 3 based on their

perceptions. In conducting the research, the researcher used the combination of

quantitative and qualitative research. The combination is called mixed methods

research (Johnson & Christensen, 2012, p. 50). Further, Johnson and Christensen

(2012) state that quantitative research relies on the collection of numerical data (p.

33). Meanwhile, qualitative research is the research used to understand people‟s

experiences and to express their perspectives (Chritstensen & Johnson, 2012, p.

33). Similarly, Creswell (2015) also states that one of characteristics in

quantitative data is to collect the data in the form of number using instruments

with preset quation and response (e.g., quastionnaire) (p. 13). In qulitaive

research, the data is collected based on words (e.g., interview) from small


27

numbers of indibiduals (Creswell, 2015, p. 15). Quantitative and qualitative data

might employ similar approaches, such as interview and questionnaire (Creswell,

2015, p. 19).

B. Research Setting

This research was conducted in the even semester Academic Year of

2014/2015 starting on May until June 2015. The researcher conducted the

research every Thursday at 9 a.m to 11 a.m. The setting of this study was the

English Club PGSD class. The class that was conducted from the research was

class 2 PGSD 3.

C. Research Participants

The population which was used in this research was the students of

Primary School Teacher Education (PGSD) who were taking English Club in the

academic year of 2014/2015. There were six classes of English Club. In this case,

the research participants in this research were the students from class 2 PGSD 3 of

English Club PGSD. There were twenty four students from this class who were

asked to fill in the questionnaire. For one thing, class 2 PGSD 3 of English Club

PGSD was chosen because the tutor of English Club used more role play as the

technique in teaching speaking.

After distributing the questionnaires to the students, the researcher also

had the interview. The researcher chose four students in order to gain more data


28

information. Besides, this interview was done in order to verify, recheck, and

clarify the data from the questionnaires.

D. Instruments and Data Gathering Technique

A research instrument is defined as the tool for gathering the data. There

are several major types of instruments. The researcher used the combination of

questionnaire and interview as the research instrument. For quantitative research,

questionnaire was used as the instrument whereas, for qualitative research,

interwiew was used as the instrument. Gall et al (2003) state that both

questionnaire and interview are used in educational research to collect data which

relates to the experience, opinions, interests, and the like. Thereby, the

consideration of choosing the combination between questionnaire and interview

as the tools for gathering the data is those two instruments fit to the purpose of the

research.

1. Questionnaire

The first technique used in gathering the data was questionnaire. The

questionnaire used in this research consisted of two parts. The first part was close-

ended question and the second part was open-ended question. Gall et al (2003)

explain that in questionnaire, the subjects of the research are asked the same

questions. It means that they respond to the questions by writing, or by marking

an answer sheet. Some advantages in using questionnaire according to Gall et al

(2003): a) the cost of sampling respondents is not really expensive, b) the time

required to collect the data is much less. There are two types of questionnaire;


29

they are open-ended and closed-ended questionnaire. Close- ended questionnaire

provides the participants with the answer. This is the reason why the participants

were asked to choose the most suitable answer that fit on them. Open- ended

questionnaire enables the participants to answer the questions freely. In this case,

the researcher used the combination of those two kinds of questionnaire.

In this research, the researcher distributed questionnaire to twenty four

students in English Club class. The first part of questionnaire was close-ended

question which consisted of fifteen items. Meanwhile, the second part was open-

ended question which consisted of three items. In the second part, the students

were not given such idea or option to answer but they could freely answer the

questions given based on their experiences. As a result, those items covered the

answer for the research problem.

The questionnaire was designed in the form of statements which has scale

for each statement to measure the frequency of agreement. The scale used in this

research was Likert Scale. Likert scale is the scale which typically asks for the

extent of agreement consists of a five-point scale ranging from “strongly

disagree” to “strongly agree” (Gall et al, 2003). In this research, the researcher

omitted the undecided item because it can give misunderstanding for the

respondents and it did not contribute any responses. In this research, there were

fifteen statements in close- ended question and three questions in open-ended

question.

The data collection was done by distributing the questionnaire to the

students after they experienced their learning process using role play. Then the


30

students were asked to fill in the questionnaire sheets and answer the open-ended

items. On the same day, the questionnaires should be submitted to the researcher.

Having collected the questionnaire, the researcher could start working on the data

and analyze the data. The following table below was the example of the table in

the questionnaire.

Table 3.1 Sample of the Questionnaire Form

No Statement SD D A SA

1 Role Play helps you to speak more fluent

Table 3.1 shows the sample of the questionnaire form used in this

research. In this table the researcher tried to explain the example of the statement

in close-ended question. Besides, this table also explains the ranging of scales in

which “SD” is for “strongly disagree”, “D” is for “strongly disagree”, “A”, is for

“agree”, and “SA” is for “strongly agree.

Table 3.2 Questionnaire Blueprint

Questions Indicators Form

1-7 Students‟ perception on

the use of role play

Close-Ended

8-15 The students‟ experience

after doing role play

Close-Ended

1-3 Review on the students‟

opinion about the use of

role play

Open-ended

Table 3.2 shows the questionnaire blue print. In this table, the researcher

tried to explain the distribution of indicators in questionnaire. It can be seen from


31

the table that number 1 to 7 is related to the student‟ perceptions about the use of

role play. Meanwhile, statement number 8 to 15 is related to the students‟

experience after doing role play. This table also explains the open-ended question

in the questionnaire. There were three number is the open-ended questions. Those

three numbers consisted of the review on the students‟ opinion about the use of

role play.

2. Interview

The researcher also chose interview as the instrument to gather the data. It

was obvious that interview helped the researcher to gather information related to

the research objectives. Interview is a process of oral question (Gall et al, 2003).

By doing the interview, the researcher can also find out the additional information

that is missed (Maxwell, 2013). In the interview, the researcher can address about

personal questions related to the experiences. Maxwell (2013) also states that

through the interview, the researcher can also check the accuracy (e.g from

questionnaire or observation).

The researcher chose four students from English Club PGSD class 2

PGSD 3 to be the participants in the interview. There were six items of the

interview list. In this case, the four students took their turn to meet the researcher

one by one. The researcher asked the students about the six items of the interview

list. The researcher also used the recording to record the interview. After the

interviews have done, the researcher started summarizing the data of the

interview. By doing this way, it was also possible for the researcher to start

analyzing the data.


32

E. Data Analysis Technique

In supporting this research, there were two kinds of data. The first data

was derived from questionnaire while the second data was from the interview.

The result of questionnaire was applied in tables. Meanwhile, the result of the data

from interview was presented in descriptive forms. The researcher analyzed the

data from the answers of questionnaire and from the interview research question

comparing to some theories which was written in chapter two.

The researcher counted the average score to determine the major response

of each statement to find the result of the data from the close-ended questions.

The presentation of numbers from questionnaire in close-ended question was

aimed at making the description data clearer. The researcher also analyzed the

result of the close-ended answer by making it into percentage to make it easy to

measure and represent the result of the data.

Having collected the questionnaires, the researcher analyzed them by

recording all the data in table and discussed them based on the frequency. The

researcher counted the percentage of the answer by using the following formula:

× 100 %

x = The number of the students who choose the degree of agreement

n = The total number of all the students

The researcher analyzed the data provided from the open-ended questions

and the interview in order to collect the data from the interview. It was


33

summarized in paragraph and contrasted as well as compared. Then, the

researcher made the conclusion based on the data obtained.

F. Research Procedures

In conducting this research, the researcher used several steps. These steps

were:

1. Defining the problem and finding the theories

The very first step of this research was to formulate the research problem. The

problem statement of this research asked about what the students‟ perceptions

are. Finding the theories also included as the first step in conducting this

research. The researcher noted all of the information related to the problems,

especially the theory.

2. Designing the research and the data collection instruments

By the research question defined, “what” of the research has been established.

In this step, the researcher started to about who, where, when, and how related

to the research. After that, the researcher started thinking about the

instruments used to collect the data. As a result, the researcher decided to use

questionnaire and interview as the instruments of this research.

3. Collecting the data

In this step, the researcher did the activity in collecting the data

a. Distributing the questionnaires

The researcher distributed the questionnaire to the students in the last

meeting.


34

b. Conducting the interview

The researcher conducted the interview to the students after they answered

the questionnaire. The researcher conducted the interview using video

recorder.

4. Analyzing the data

The researcher began to analyze the data. The data which was analyzed was

from questionnaire and interview. The researcher used Likert scale in

analyzing the data from questionnaire especially from close-ended question.

Meanwhile, the data from interview and open- ended questions were analyzed

by coding.

5. Generating and interpreting the findings and discussion and final research

report

The data were obtained from questionnaire and interview. In this step, the

researcher started to interpret the findings by presenting the explanation from

the result of the data. After interpreting the finding, the researcher then drew

conclusions based on the findings. After all the procedures done, the

researcher made the final report of the research.

6. Reporting Directly

Based on the result of the research, the researcher presented the thesis in front

of the lecturers.


35

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the research results and discussion of the research

about the use of role play in increasing students‟ English speaking skill from their

perceptions. This chapter also discusses the answers of research questions which

are formulated in the problem formulation. This discussion is divided into two

major parts. The first part presents the results of this research. Meanwhile, the

second part provides the discussion. Each analysis of the research problems was

discussed and strengthened by theories written in the review of related literature.

A. Research Results

This part consists of the results of the questionnaires and the interview

from the students. Therefore, there were quantitative data and qualitative data.

The quantitative data was from questionnaire and the qualitative data was from

interview. The results of the questionnaires and interview were based on the

students‟ experience during learning activities by using role play as the technique.

The research problem of this research focused on the students‟ perception

on the use of role play in developing their English speaking skill. There are two

parts in the results. The first is from the questionnaire and the second is from the

interview.


36

1. Questionnare

The questions which were related to this problem consisted of fifteen

questions. There was degree of agreement that should be chosen by the students

based on their experiences. Those were “strongly disagree”, disagree”, “agree”,

and “strongly disagree”. On the last meeting, the questionnaires were distributed

by the researcher.

To be detailed the researcher presented the data using the table. This table

presented the percentage of the result from questionnaires.

Table 4.1 The Distribution of Responses to Students’ Perceptions on the

Use of Role Play

No. Statement

Degree of Agreement

SD

(%)

D

(%)

A

(%)

SA

(%)

1.

I am interested in doing role play as the

teaching technique in teaching- learning

activity.

62.5%

37.5%

2.

Role play is effective technique in helping

me to develop speaking skill.

75% 25%

3.

I feel more creative in choosing words after

doing role play.

4.2%

62.5%

33.3%

4. Role play makes me speak naturally.

12.5%

62.5%

25%

5. Role play helps me to speak fluently.

8.3%

70.9%

20.8%

6.

Role play makes me speak accurately with

good grammar.

29.2%

41.6%

29.2%

7.

Role play can facilitate us to speak English

with friends.

70.8%

29.2%


37

No Statement

SD

(%)

D

(%)

A

(%)

SA

(%)

8.

Role Play can help me to learn speaking in

any situation.

12.5%

62.5%

25%

9. I enjoy learning speaking through role play.

12.5%

62.5%

25%

10.

I am very pleased in playing the role as

someone because I can speak more through.

16.7%

58.3%

25%

11.

I can experience the improvement of my

English speaking ability through role play.

12.5%

58.3%

29.2%

12.

I can experience the improvement of my

fluency in English speaking ability.

16.7%

62.5%

20.8%

13.

The use of role play can develop my

confidence when I speak English.

4.2%

75%

20.8%

14.

Through role play, I am motivated to speak

English continually.

8.3%

58.3%

33.4%

15. Through role play, I get lots of new words.

12.5%

58.3% 29.2%

The first statement was about students‟ interesting in doing role play. The

data showed the percentage of the students who answered “strongly disagree”,

“disagree”, “agree”, and “strongly agree”. Most of the students chose “agree”.

They agreed that role play was interesting technique to use in teaching-learning

activity. This statement is proven by the percentage of the students who agree that

role play was one of the interesting techniques to teach English, especially to help

them in increasing their English speaking skill. It was 62.5% of the total

respondents or 15 students out of 24 students agreed with the statement. Besides,

nine students or 37.5% of the students chose “strongly agree”. There were no

students who chose “disagree” and “strongly disagree”. Fleming and Levi (1993)


38

stated perception is the process whereby one becomes aware of the world around

oneself. Therefore, from the first statement, it can be shown that most of the

students had good perception on the first statement. The students were aware that

role play was the interesting technique used in teaching-learning activity.

The next statement which was written in number two was about the

effectiveness of the use of role play according to their own experiences. The

researcher found that most of the students of PGSD from class 2 PGSD 3 agreed

with the statement. The data showed that eighteen students of 75% of the students

agreed with the second statement. Meanwhile, six students or 25% of the students

chose “strongly agree”. Finding the result of the data, the researcher knew that

students had good perception. Most of them believe that role play was the

effective technique to learn speaking. From the result of the data, no one chose

“disagree” and “strongly disagree”.

The statement number three was about the students‟ creativity through role

play. Students should chose whether or not their creativity was improved through

role play. The researcher found that most of the students experienced the

development of their creativity through role play. It was proven by the result of

the data which was showed that fifteen students or 62.5% of the students chose

“agree”. Furthermore, there were eight students or 33.3% of the students chose

“strongly disagree”. However, in this statement, there were only one student or

4.2% of the students chose “disagree”. He or she thought that role play did not

give him/her contribution in developing his or her creativity.


39

The students also believed that through role play, students could speak

naturally. Nunan (2003) states that speaking is the productive skill. Therefore, in

order to have good speaking skill, the students should product or generate their

speaking as natural as possible. The result of the data showed that fifteen students

or 62.5% of the students agreed with the statement. Besides, six students of 25%

of the students chose “strongly disagree”. On the other hand, three students or

12.5% of the students chose “disagree”. Those three students felt that they could

not speak naturally after experiencing the role play.

The statement number five was about the fluency of the students through

role play. The researcher found that most of the students believed that role play

could increase students‟ speaking fluency. Chaney (1998) stated that speaking is

the process of building and sharing meaning through the use of verbal and non

verbal symbols. Therefore, if the students speak fluently, they can share the

meaning of their speaking well. The result of the data from questionnaire showed

that seventeen students or 70.9% of the students agreed with the statement. There

were also five students who chose “strongly agree”. It was the proof that students

had good perception in this statement. On the other hand, there were only two

students or 8.3% of the students chose “disagree”. The two students felt that role

plat could not help them in increasing their fluency.

Paulston and Bruder (1976) define speaking as a competency to

communicate in the target language. It meant that students should speak

accurately. From the statement number six, the students believed that role play

can increase them to speak English accurately. The data showed that 7 students or


40

29.2% chose “strongly agree”. There were also 10 students or 41.6% agreed with

the statement. From the result of the data, it could be seen that students had good

perception in this statement. However, the data also showed that there were 7

students who chose “disagree”. Although they practiced speaking accurately

through role play, they could not still speak well.

The statement number seven stated “Role play can facilitate students to

speak English with friends”. From this statement, the researcher found the result

of the data that all of the students believed that through role play they could

practice their speaking with their fiends. It was proven that seventeen students of

70.8% of the students chose “agree”, whereas eight students or 29.2% of the

students chose “strongly agree”. Hedge (2011) describes role play as a speaking

activities which involves dialogues, settings, situations, and roles which are made

by teachers. From this theory, it was clear that dialogues in role play involved

more than one student.

The statement number eight stated “Role Play can help students to learn

English speaking in any situation”. From the data, it was found that 62.5% of the

students or 15 students agree with the statement that role play help them to speak

in the real or any situation. Meanwhile, 25% of the students or 6 students chose

“strongly agree” However, from the data, 3 students or 12.5% of the students

chose “disagree”. From this result, the theory from Joyce and Weil (1996) was

proven. They stated that role play was defined as an activity which involved

students‟ participation in speaking, used certain situation and made students


41

release their ideas. Those three students did not feel the experience of the use of

role play.

The next statement which was in number nine stated about the interest of

the students in using role play. The result of the data showed the same as the

result of the statement in number eight which stated “Role Play can help students

to learn English speaking in any situation”. The data showed that 25% of the

students or 6 students chose “strongly agree” and 62.5% of the students or 15

students chose “agree”. Therefore, almost all students agreed with the statement

that they were interested speaking in English because of role play. However, only

3 students were not interested to role play as the teaching technique in making

them speak English.

In role play, students must play the role of someone else. This statement

related to the statement number ten. From the data, it was found that 25% of

students or six students chose “strongly agree”. It stated that students were happy

in playing the role of someone else. Besides, 58.3% of students or fourteen

students agreed with the statement. 83.3% of the students experienced happiness

and enjoyment while playing the role of someone else. However, there were only

4 students or 16.7% of the students chose “disagree”.

The statement number eleven stated “I can experience the improvement of

my English speaking ability through role play.” It was found from the data that 7

students or 29.2% of the students chose “strongly agree”. They believed that

through role play, they felt the development of their speaking ability in English.

Meanwhile, fourteen students or 58.3% of the students agreed with the statement.


42

Ladousse (1996) believed that through role play, teacher can train the students in

speaking skills. However, there are three students or 12.5% of the students chose

“disagree”.

The statement from number twelve was about “I can experience the

improvement of my fluency in English speaking ability.” This data showed that

from the statement number twelve, it was found that 20.8% of the students or five

students chose “strongly agree”. Moreover, 62.5% of the students or fifteen

students agreed with the statements. They are believed that through role play, they

could increase their fluency in speaking. It was affirmed by the theory of

Ladousse (1996) that role play is one communicative technique which develops

fluency in language students. Yet, four students or 16.7% of the students chose

“disagree”. They felt that their fluency did not increase through role play.

Most students experienced that through role play, they could be more

confident. The statement number thirteen was about the students experience in

using role play to increase their speaking fluency. It was found from the data that

62.5% or five students chose “strongly agree”, whereas eighteen students or 75%

of the students agreed with the statement. Ladousse (1996) stated that role play

helps any shy students by providing them with a mask. It was also explained that

students can be more confident through role play. Yet, there was only one student

or 4.2% of the students who chose “disagrees” in the statement.

The next statement which was in number fourteen related to the

motivation. It was stated whether students were motivated to speak English

through role play. The data showed that 33.4% of the students or eight students


43

strongly agree with the statement. Meanwhile, 58.3% of the students or fourteen

students agree with the statement. Most students were motivated to speak English

through role play. Ladousse (1996) also explains that role play is one

communicative technique which develops fluency in language students, which

promotes interaction in the classroom and which increases motivation. However,

there were only 8.3% of the students chose “disagree” which meant only two

students.

The last statement of the close-ended question in the questionnaire was

about the vocabulary. It was stated whether the students could get new vocabulary

through role play. It was found that seven students or 29.2% of the students chose

“strongly agree”. Besides, fourteen students or 58.3% of the students agreed with

the statement. Most of the students who chose “agree” and “strongly agree” got

new words through role play. However, there were only three students chose

“disagree” in the last statement.

The first question of open-ended question in questionnaires asked about

the opinion of the students in experiencing learning teaching using role play. Most

of the students believed that role play was effective to be used in learning process.

They believed that role play was very interesting and fun technique. As stated by

Ladousse (1996), the students can enjoy their imagination through role play

because it is fun technique. Based on the interview conducted by the researcher, it

was found that 4 students who were interviewed believed that role play was one of

the teaching techniques which was very interesting and fun. This statement is

strengthened by the theory from Ladousse (1996).


44

strongly agree

agree

disagree

strongly disagree

10% 27.2%

62.8%

The second question from the open-ended question in questionnaires also

answered the research problem. The question asked about the changing of the

students after experiencing role play in their learning activities. Almost 75% of

the students answered that through role play, they could memorize something

better. Meanwhile, they could act upon freely without any doubt because role play

can train them to speak in front without any fear of shyness. Also, 85% of the

students also answered that after doing role play, they could know how to

pronounce some words correctly. The main change was that now their English

speaking ability was increased and they could be more confident.

This is the figure which explains the total response of the percentage from

the questionnaire.

Figure 4.1 The percentage of total responses from questionnaire

Figure 4.1 shows the percentage of total responses from the questionnaire.

In Szilagyi and Marc (1980), there are three factors which influence a person‟s


45

perception. Those three factors are attributes of the object which consist of

stimulus, motion and physical size attributes of the situation which consist of

environment or work situation, and attributes of the person which consist of the

characteristic of the person. Based on the data from the questionnaires, students‟

perceptions about the use of role play in developing their English speaking skill

were good. It was proven by the data found by the researcher. The data found that

62.8% of the students chose agree, 27.2% of the students chose “strongly agree”,

and only 10% of the students chose “disagree”. Therefore, it can be concluded

that the students had positive perception through role play. From the data which

was gathered by the questionnaires gave the opinion about the effectiveness on the

use of role play. They agreed that role play was an effective technique which was

suitable to be used as a language teaching technique in the class. They stated that

role play helped them in increasing their fluency in speaking English and their

creativity because they play the role to become someone else. Besides, they stated

that by doing role play, they could practice speaking in English with their friends

and speak naturally without any fear. In conclusion, the students believed that

from their perception, role play helped students in developing their speaking

ability.

2. Interview

Interview is a process of oral question (Gall et al, 2003). By doing the

interview, the researcher can also find out the additional information that is

missed (Maxwell, 2013). There were six questions which were asked by the


46

researcher to the interviewees. This part showed the findings of interview

conducted by the researcher.

1. What kind of difficulties that you face when you are learning English?

From this question, 3 students answered the same. All of them said that

English was difficult. They found difficulties when they were learning English.

They said that English was difficult because when they are leaning English, they

should memorize many words. Besides, they did not master grammar well. They

also said that the most difficulty when they were learning English was when they

wanted to speak. They said that speaking was very difficult. They did not know

how to speak because of lack of words, grammar, and pronunctiation.

“…tapi cara ngomongnya itu mbak yang sulit” (student 3)

2. What do you think about the use of role play?

This question relate to the students opinion about the use of role play. 4

students said that the use of role play in teaching-learning activity was very good.

Besides, the use of role play was interesting. By doing role play, students could

see the improvement of their speaking skill. Two students said like:

“Pendapat saya tentang penggunaan role, sangat bagus karena dengan

penggunaan role play, mahasiswa bisa aktif dan menurut observasi saya

kemampuan berbahasa dan berbicaranya sedikit bisa terlihat meningkat mbak”(

student 1)

“Menurutku lebih menarik ya mbak, daripada dijelaskan terus menerus sama

guru”(student 2)

3. What are the benefits after doing role play?

This question asks about the benefefits that students got after experiencing

role play. Students said that they got many advantages through the ue of role play


47

as the technique in teaching-learning activity. They said that they were more

confident, they knew how to pronounce some words. Besides, they also got some

new words. They also said that role play helped them to speak more fluent.

“Iya dong mbak, khususnya peningkatan sedikit speaking aku mbak. Jadi

tambah semangat buat belajar bahasa Inggris.” ( student 3)

4. Are you motivated to speak English more after doing role play?

From this question, the students answered that after experiencing role play,

they are motivated to speak English more. It was because through role play, their

speaking skill is developed little by little.

“Iya mbak, ya walaupun masih banyak yang salah, tapi aku dah ada sedikit

peningkatan lah mbak dalam berbicaranya” (student 1)

5. Do you have suggestions in order to make the improvement on the use of

role play?

This question asks the students some suggestions in order to make the use

of role play improved. They said that it would be better if role play for the next

will use property. Therefore, the use of role play becomes more interesting

B. Discussion

In this section, the researcher presented the detailed description based on

the research results from the previous section. This part presented the discussion

of the data analysis in order to answer the research problem. The data analysis

was discussed and strengthened by theories written in the review of related

literature. Based on the research problem, the researcher tried to find out the


48

perceptions of PGSD English Club students about the use of role play in

developing their speaking skill.

As already discussed in the Chapter II, Hilgard et al. (1975) state that

perception is the process where people organize and interpret the stimuli in the

environment. The research problem deals with the students‟ perception about the

use of role play in increasing students‟ speaking skill.

From the statements listed in the questionnaire, there were fifteen

statements for close-ended question and three questions for open-ended questions.

The fifteen statements in close-ended questions would answer the research

problem. The research problem was about the students‟ perception on the use of

role play. 62.8% of the students as the respondents had good perceptions on the

use of this technique as learning activities in the class. This statement was proven

from the most majority options were “Strongly Agree” and “Agree”.

By knowing the result of the data, it could be found that all of the students

believed that role play was the technique which was interesting. Students can

express themselves. 100% of the students had good perception in statement

number one. Students could interpret themselves by answering the statement.

According to Gibson, Ivancevich, and Donnely (1985), perception is a cognitive

process that individuals use to interpret the world around them. Therefore, from

the first statement in the questionnaire, students used their cognitive process so

that they can interpret what was in their mind. They could answer “agree” and

“strongly agree” based on their own perception.


49

Paulston and Bruder (1976) stated that people who communicate the

message, they may have certain expectation as the response of person to whom

they are addressing it. From this theory it is known that students should have good

communication in English as the target language. The researcher found that from

the result of the data collection, all of the students believed that role play was the

effective way to help students in speaking English. Chaney (1998) states that

speaking is the process of building and sharing meaning through the use of verbal

and non verbal symbols, in a variety context. From this statement, it could be

concluded that role play includes as the use of verbal and non verbal symbols.

Based on the interview with the four students, they also said that role play was the

effective way to help students in increasing their speaking skill. They explained

that the word “effective” meant that they could understand better about speaking

and how to speak in a good way through speaking.

Students also had agreement that role play was the way in making students

creative. Role play is defined as an activity which involves students‟ participation

in speaking, use certain situation and make students release their idea ( Joyce and

Weil, 1996). It means that role play helps students in increasing students‟

creativity. Four students who were interviewed also explained that through role

play they could feel more creative than before. They could make the conversation

as creative as they could. It was also supported by the theory from Doff (1990).

As one of teaching technique, role play gives the students opportunity to express

themselves freely (Doff, 1990).


50

The next statement stated about role play that could increase students to

speak naturally. From the results on the table, it could be found that students had

good perception in the statement. According to Oyabu in Haruyama (2010) role

play is suitable for making an environment in which students are not silent but

rather can naturally speak in. On the other hand, only two students did not agree

with the statement. According to Ur (1991) there are some problems faced by

learners in speaking activities. Those problems include the lack of theme to be

spoken, inhabitation, the low of participation, and the use of mother tongue. This

problem was also faced by those two students. Therefore, they could not give

good perception in this statement.

Paulston and Bruder (1976) define speaking as a competency to

communicate in the target language. People who communicate the message, they

may have certain expectation as the response of person to whom they are

addressing it. Richards (2008) explains that there are three functions of speaking.

Those are speaking as interaction, speaking as transaction, and speaking as

performance. Richards (2008) explains that as interaction, speaking also means a

conversation to others. Interaction is defined as greeting and telling story. In this

case, role play can be one of the interaction kinds between people. Ladousse

(1996) believes that a role play gives students more opportunity to use language in

elaborate dialogues within culturally relevant and significant contexts. The result

of the statements number five which was about “Role play can increase students‟

speaking fluency” showed that students believed that role play could increase

their speaking fluency. It was supported by the theory which explained that role


51

play is one of communicative technique which develops fluency in language

students (Ladousse, 1996).

Mastering the art of speaking is the most important aspect of learning a

second language, and success is measured in terms of ability to carry out a

conversation in the language (Nunan, 1991). The statement in number six

explained that role play can increase students to speak English accurately. The

data showed that 70.8% of the students the students believed in the statement. It

was proven by the result of the data. The result of the data in the last statement

also showed that most of the students chose “agree” and “disagree.

Role play puts students in situation in which they are required to use any roles

of relationship to develop their sociolinguistic competence (Ladousse, 1996). It

means that role play facilitate students to practice English speaking with friends.

From the data above, it can be concluded that students had good perception

related to their experience in using role play as the learning technique to increase

their speaking ability. Gibson and Pick (1979) also state that there is connection

between perception and experience. It means that perception and experience are

related to each other. Perception that is formed by experience is stronger than

perception formed by sensation or stimuli (Santoso, 2000). Therefore, by giving

perception, people will produce a meaningful experience of the world.

The students who had good perception on the use of role play in speaking

class were able to enjoy doing role play. Moreover, by doing role play, students

felt that it gave them advantages to practice their speaking ability to make

improvement in their learning. The students also interpreted role play as a good,


52

effective, interesting, and exiting learning technique. Four of the students who

were interviewed also stated that role play was the effective technique to help

students in increasing their speaking ability. They said that based on their

experiences, role play helped them to speak in front. Through role play, they

learned a lot in improving their speaking skill, such as pronunciation, arrangement

of conversation, and how to deliver it well. The students who had positive

perception on the use of role play in increasing their speaking skill were able to

enjoy the activity as a teaching technique in the class. Also, by the result of the

data from the students as the respondents, it can be found that students could

develop their speaking ability through role play.

The function of speaking as stated by Richards (2008) is that role play is

the activity to perform in front of people. This relates to public speaking. The

focus is to deliver message from the speaker to the audience (Richards, 2008).

Role play can be one technique to improve speaking ability. Therefore, students

can have good speaking ability in their performance as the function of speaking

stated by Richards (2008). As the result of questionnaire, role play also helped

students to speak in any situation. It could be found that 87.5% of the students

believed that role play could help them to speak in any situation. According to

Lucatoni (2002) role play can be enjoyable for learners and provide excellent

opportunities for using language in real life situation. Doff (1990) also explained

that role play is a way to bring situation from real life into the classroom activity.

The next data showed that 87.5% of the students agreed that they were

interested in using role play as the technique to help them speak in English. It was


53

proven by the result of the data in the table that. Using role play as a technique in

learning process gives some benefits, they are: role play is a fun technique, role

play allows students to have some experiments with language they learn, the

students will have a chance to apply some kind of expression which is usually

used in target language conversation (Doff, 1990). Role play provides students

with a simple activity and a meaningful exercise. Therefore, they are interested in

doing role play.

Paulston and Bruder (1976) believe that role play is an exercise where the

students are assigned to play some kinds of behavior. Therefore, students should

play the role as someone else. The next result of the questionnaire showed that

students are pleased to play the role as someone. Role play also engages the

learner physical activity (Doff, 1990). It means that role play forces students to

have some kind physical movement. Students have to act as the role that is given.

Richards and Renandya (2002) explain that

Learning to speak foreign language requires more than knowing its

grammatical and semantic rules. Learners must also acquire the knowledge

of how native speakers use the language in context of structured

interpersonal exchange.

Therefore, the learners or the students should have deep understanding

how to use English well, especially how to speak English well. Therefore, through

role play, students or learners could improve their speaking skill. It was proven by

the the result of statement number eleven which explained that most of the

students experience the improvement of their speaking ability through role play.

Four students who were interviewed also said that through role play, their


54

speaking ability was improved. They could speak a lot. They practiced speaking

with their friends without any command from the teacher.

Acording to Brown and Yule as cited in Nunan (1991), two basic language

functions in speaking are transactional function ad interactional function. It means

that the concern of the first function is to transfer information. In order to give

clear information, someone should speak fluently. Students can get fluency, if

they practice continually. In this case, role play is used to help students get the

fluency in speaking English. Based on the result of the data, most of the students

believed that they experienced fluency in their speaking through role play.

Students who were interviewed also said that through role play, they can practice

speaking and they thought that they were more fluent than before although they

were still learning.

When students speak in front of people, they should have confidence.

Therefore, they can deliver the message clearly without any fear. Ur (1996)

explaines that one of problems faced by learners in speaking activities is

inhibition. It means that learners are often afraid of saying something in foreign

language in the classroom. They worry about making mistakes; they are shy of the

attention that their speech attracts. Based on the result, it was found that most

students agreed with the statement. The statement stated that through role play,

students could get confidence when they are speaking in front. It was also

affirmed by Ladousse (1996) that role play helps shy students to speak in front of

people. The students who were interviewed also said that role play helped them in

having confidence. They were not shy to speak in front because they were not


55

alone and they performed with their friends. The two students said that to have

confidence to speak in front, the first thing to do was speaking in front with

friends.

Talking about motivation, English teachers met some difficulties because

of lack motivation of the students. According to Matthews, Spratt and Dangerfield

(1985) many conversation classes fail because the students are insufficiently

motivated to speak, too few students participate and the teacher does most of the

talking. Motivation can influence what, when, and how people learn (Pintrich and

Schunk, 2008). The result of the data showed that most of the students were

motivated to speak English through role play. Only some students did not agree

with the statement. Those students chose “disagree” because they felt that English

was still difficult. Based on the interview to the four students, they said that

English was the difficult subject because they should memorize all the structure

and verb. They also said that it was difficult because they should pronounce the

words correctly. However, as time went by, they were motivated to speak English

and learn English because the teacher used interesting technique such as role play

in the teaching-learning activity. Dornyei (2001) states:

A successful learning process requires motivational teaching practice. It

uses teacher‟s role in the learning process where teacher has to meet this

four characteristics: (a) Creating the basic motivational situation (b)

Generation initial motivation (c) Maintaining and protecting motivation

and (d) Encouraging positive retrospective self- evaluation (p. 30).

In this case, role play is the technique to increase the students‟ motivation

to speak English. Previously, students had good perception in the use of role play,


56

and for that, they are motivated to use role play as the technique in helping them

to increase their speaking ability.

In order to have good speaking ability, students should master many

words or vocabulary. Therefore they can speak without any long space. When

people speak, they construct the ideas in words. Ur (1996) also states that the

characteristic of successful speaking was that learners talk a lot. In order to talk a

lot, students should have vast vocabulary. Students gave positive respond to the

last statement. Most of the students agreed that through role play, they got some

new words. Therefore, they can add the collection of vocabulary known by them.


57

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Chapter five consists of two sections, namely conclusions and

recommendations of the research. The first part deals with the conclusions of the

research. The second part deals with the recommendations for the students, the

tutor of English Club, and the next researchers.

A. Conclusions

The researcher conducted a research which the aim was to find out the

students‟ perceptions on the use of role play and to know to what extent role play

become an appropriate way to improve the students‟ English speaking skill. Based

on the result of questionnaires and interview with some students in order to

answer the two research problems, the researcher found that all the students in the

class had positive perceptions about the use of role play in increasing their

English speaking skill. Most of the students agreed with the positive statements

that were written in questionnaires.

By the results of the data and the discussion on the previous chapter, the

reseracher drew a conclusion that students had good perception on the use of role

play in developing their English speaking skill. By doing role play, the students

can experience their improvement. However, according to the interview, they

were more confident in practicing speaking with their friends then with the tutor.

They did the tasks given by the tutor seriously. They were more confident to


58

speak in front of people. By doing role play, students have good interaction

between the tutor and their friends.

Based on the conclusion, it can be implied that role play can be applied in

the process of teaching learning especially in language learning. Role play can be

used as the technique used in speaking class for the next classes in English Club.

There was improvement of the students according to the students‟ experience in

using role play. Based on the students‟ perception, role play can help them in

developing their self confidence, fluency, and vocabulary mastery. Therefore,

teaching speaking by doing role play technique is an effective way to use in

English Club PGSD. It was also proven by the students‟ perception that role play

gave some advantages to them. However, it was not easy to conduct the role play

in big class. Therefore, the use of role play might not always be successful for the

next. It depends on how the teacher or the tutors deliver the technique.

B. Recommendations

In this section, the researcher would like to present three

recommendations.

1. English Club Tutors

Most of the students had positive perceptions about the use of role play as

a language teaching technique. Therefore, the English Club tutor should always

use role play to teach the students, especially in teaching speaking, due to the fact

that role play helps students to use language from the situation set by the teacher.

By using role play, the students are able to explore themselves. Role play also


59

increases the students‟ confidence because while doing role play, students do not

need to speak alone. It should also be better if the English Club tutors give clear

explanation and instruction about the role play. Thus, the students understand

what they should do without any confusion. Besides, it would be better if the

English Club Tutors ask students to prepare the property so that students can have

a good performance. If so, the English Club Tutors should give the explanation

the day before the students have performance. Therefore, the students can prepare

and perform the role play well.

The other recommendation for the English Club Tutors is that it would be

better if the tutors give the example how to do role play in a good way before they

ask students to do role play. The tutors should be able to make students interested

in the material by giving the interesting example of what the students should do.

Therefore, the students will be interested and motivated in learning English

through role play. The English Club Tutors should also be more creative and

innovative in giving the situation in order that the students do not feel bored.

Based on the students‟ recommendations from the questionnaires and

interview, the tutors of English Club PGSD should combine using role play and

games in learning activities. In other words, they want to use role play while the

role play itself is a game.

2. The Students

Based on the results of questionnaires, the English Club students of

Primary School Teacher Education believed that role play gave many benefits.

They could not only improve their speaking skill, but also their self-confidence.


60

Therefore, it would be better if the students have enough time to practice. They

should prepare everything for their performance as the day before the

performance starts to make the best performance. If the students do not

understand the instruction, they should ask the teacher until they can understand.

Besides preparing the property, the students should prepare the language itself. It

could be the grammar, the diction, and the pronunciation when they are

practicing.

The students should also be more disciplined in time in order that the

teaching learning process using role play can start and finish on time. When the

students are performing role play, the other students should not be noisy. They

should listen and watch the performance of their friends. After doing role play or

after role play has finished, the students should often practice English

conversation with their friends in order to make students more fluent in speaking

English.

3. The Next Researchers

The next researchers who are interested in conducting the similar research

may use this research as one of the references and additional information. It is

recommended that the next researchers should pay attention to the students‟

progress during the research so that all of the students can improve their

motivation in learning English. The next researcher should add more aspects of

the role play technique and be more detailed. The next researcher is also expected

to use role play technique in any level in order that the students are to be better in

speaking English, especially in pronunciation, grammar, and fluency.


61

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65

APPENDICES


66

Appendix 1 Questionnaire

KUESIONER

Kuesioner ini dibuat sebagai salah satu instrumenn dalam penelitian yang

bertujuan untuk mengetahui persepsi para siswa English Club PGSD tentang

penggunaan role play untuk meningkatkan kemampuan berbicara dalam bahasa

inggris. Jawablah semua pertanyaan dan pernyataan sesuai petunjuk yang

diberikan.

I. Jawablah pernyataan di bawah ini dengan memberikan tanda (√) pada

kolom yang tersedia berdasarkan tingkatan setuju atau tidaknya terhadap

pernyataan yang diberikan dengan keterangan nilai 1 untuk sangat tidak

setuju, 2 untuk tidak setuju, 3 untuk setuju, dan 4 untuk sangat setuju!

No. Mahasiswa :

No Pernyataan 1 2 3 4

1 Salah satu teknik pembelajaran bahasa inggris

yang menarik adalah role play.

2 Role play adalah salah satu teknik yang

efektif untuk belajar berbicara dalam bahasa

Inggris.

3 Role play meningkatkan kreatifitas pada

siswa.

4 Role play adalah salah satu teknik yang dapat

membuat siswa berbicara secara alami.

5 Role play dapat meningkatkan kelancaran

siswa dalam berbicara bahasa inggris

6 Role play dapat meningkatkan siswa untuk

berbicara bahasa inggris secara tepat.

7 Role play memberikan fasilitas untuk berlatih

bahasa Inggris dengan teman

8 Role play dapat melatih siswa untuk berbicara

bahasa inggris dalam situasi apapun

9 Saya sangat tertarik belajar berbicara bahasa

Inggris melalui teknik role play.

10 Saya sangat senang memainkan peran sebagai

orang lain melalui role play.

11 Saya dapat merasakan peningkatan

kemampuan berbicara dalam bahasa Inggris

setelah belajar menggunakan role play.

12 Penggunaan role play memudahkan saya

untuk lebih fasih dan lancar dalam berbicara

bahasa Inggris.


67

13 Penggunaan role play meningkatkan

kepercayaan diri saya ketika berbicara dalam

bahasa Inggris,

14 Melalui role play, saya termotivasi untuk

lebih banyak berbicara dalam bahasa Inggris

15 Melalui role play, saya mendapatkan banyak

ungkapan- ungkapan baru untuk berbicara

dalam bahasa Inggris.

II. Jawablah pertanyaan di bawah ini sesuai dengan pengalaman yang anda

miliki!

1. Setelah menggunakan teknik role play dalam pembelajaran bahasa Inggris,

bagaimana pendapatmu tentang keefektifan teknik tersebut dalam

meningkatkan kemampuan belajar bahasa inggris?

2. Dalam hal apa saja perubahan yang kamu alami setelah menggunakan teknik

role play sebagai teknik pembelajaran bahasa Inggris? Berikan pengalaman

anda!

3. Supaya role play lebih efektif untuk digunakan sebagai teknik pembelajaran

untuk kelas selanjutnya, apa saja saran yang dapat kamu berikan untuk

meningkatkan mutu teknik tersebut?

Terimakasih


68

Appendix 2 Interview Questions

Pertanyaan untuk interview

1. Kesulitan- kesulitan apa saja yang siswa hadapi di kelas ketika belajar

bahasa inggris?

2. Bagaimana pendapat siswa tentang penggunaan role play?

3. Apakah role play efektif digunakan sebagai teknik belajar mengajar

untuk meningkatkan kemapuan berbicara? Mengapa efektif?

4. Apa saja manfaat yang kamu dapatkan setelah menggunakan role play

sebagai teknik pembelajaran bahasa inggris?

5. Apakah kamu termotivasi untuk berbicara bahasa inggris setelah

menggunakan teknik role play sebagai pembelajaran?

6. Apakah ada alternative lain yang lebih menarik selain role play yang

kamu harapkan untuk diterapkan di kelas sehingga memotivasi siswa

untuk lebih aktif dalam berbicara bahasa inggris?

7. Adakan saran atau pesan untuk peggunan role play selanjutnya?


69

Appendix 3 Questionnaire Result

No Pernyataan 1

(SD)

%

2

(D)

%

3

(A)

%

4

(SA)

%

1 Salah satu teknik pembelajaran bahasa inggris

yang menarik adalah role play.

62.5 37.5

2 Role play adalah salah satu teknik yang efektif

untuk belajar berbicara dalam bahasa Inggris.

75 25

3 Role play meningkatkan kreatifitas pada siswa.

4.2 62.5 33.3

4 Role play adalah salah satu teknik yang dapat

membuat siswa berbicara secara alami.

12.5 62.5 25

5 Role play dapat meningkatkan kelancaran siswa

dalam berbicara bahasa inggris

8.3 70.9 20.8

6 Role play dapat meningkatkan siswa untuk

berbicara bahasa inggris secara tepat.

29.2 41.6 29.2

7 Role play memberikan fasilitas untuk berlatih

bahasa Inggris dengan teman

70.8 29.2

8 Role play dapat melatih siswa untuk berbicara

bahasa inggris dalam situasi apapun

12.5 62.5 25

9 Saya sangat tertarik belajar berbicara bahasa

Inggris melalui teknik role play.

12.5 62.5 25

10 Saya sangat senang memainkan peran sebagai

orang lain melalui role play.

16.7 58.3 25

11 Saya dapat merasakan peningkatan kemampuan

berbicara dalam bahasa Inggris setelah belajar

menggunakan role play.

12.5 58.3 29.2

12 Penggunaan role play memudahkan saya untuk

lebih fasih dan lancar dalam berbicara bahasa

Inggris.

16.7 62.5 20.8

13 Penggunaan role play meningkatkan

kepercayaan diri saya ketika berbicara dalam

bahasa Inggris

4.2 75 20.8


70

14 Melalui role play, saya termotivasi untuk lebih

banyak berbicara dalam bahasa Inggris

8.3 58.3 33.4

15 Melalui role play, saya mendapatkan banyak

ungkapan- ungkapan baru untuk berbicara dalam

bahasa Inggris.

12.5 58.3 29.2


71

Appendix 4 The Transcript of Interview

Notes

R : Reseacher

S : Student

Student 1

R : Menurut kamu bahasa inggris itu sulit nggak sih?

S : Kalau menurut aku mbak, bahasa inggris itu sedeng, ada yang sulit ada

yang enggak

R : Kenapa kamu bilang sedeng? Menurut kamu yang sulit yang mana yang

nggak sulit yang mana?

S : Kalau aku sih mbak lebih suka membaca dan mengerjakan soal gitu

mbak daripada harus ngomong sama orang, karena itu sulit buat aku

mbak , kalau ada orang ngajak aku ngomong pake bahasa inggris, aku

ngerti apa maksudnya mbak, tapi sulit buat ngejawabnya dengan bahasa

inggris yang baik dan benar

R : Jadi maksud kamu kesulitan yang dimaksud disini yang kayak gmana

sih?

S : Ya grammarnya mbak, karena kalo ngmong itu kan harus pake grammar

yang baik, selain itu vocab juga, intinya ngomongnya itu lho mbak susah

R : Nah, kan kemaren km udah ngerasain pake role play ya, gimana

pendapatmu tentang penggunaan role play?

S : Menurutku lebih menarik ya mbak, daripada dijelaskan terus menerus

sama guru,lebih asyik juga mbak, kita juga lebih terbuka untuk belajar

berbicara gitu mbak , ya lebih tepatnya lebih termotivasi

R : Dari kamu sendiri melalui role play yang udah dipakai untuk teknik

pembelajaran mendapatkan manfaat apa saja?

S : Aku lebih percaya diri mbak, nggak takut untuk salah ketika ngomong

didepan karena melalui role play pun kita masih berproses, aku juga

merasa lebih sedikit lancar dalam berbiara bahasa inggris walaupun belum

sepenuhnya sempurna

R : Menurutmu ada alternative lain nggak yang bisa dipakai untuk

pembelajaran selain role play yang kamu harapkan?

S : Enggak mbak, malah sebaiknya role play di tambah lebih baik lagi dan

dikemas lebih menarik

R : Saranmu bagaimana agar role play lebih menarik?

S : Biar bisa totalitas harus pakai properti

R : Role play bagus pake teks apa tanpa teks?


72

S : Spontan dong mbak, terus mbak, akan lebih baik kalau role play itu

nggak dadakan mbak, jadi kita bisa lebih belajar dan medalami peran yang

sesungguhnya

R : Ohhh, jadi sekarang apakah kamu sudah termotivasi untuk mau berbiara

bahasa inggris setelah menggunakan role play?

S : Iya mbak, ya walaupun masih banyak yang salah , tapi aku dah ada

sedikit peningkatan lah mbak untuk kelancarannya

Student 2

R : Menurut kamu bahasa inggris itu sulit nggak?

S : Sulit mbak, malah paling sulit dan lebih sulit daripada matematika

R : Kenapa kamu bilang sulit?

S : Karena pengalaman saya waktu SMA, nilai bahasa inggris saya paling

jelek diantara semuanya

R : Apakah Cuma gara gara nilai kamu bilang sulit? Itu sih karena kamu

nggak belajar

S : Saya udah belajar mbak, tapi sulit untuk dipahami karena harus

menghapal banyak mbak kosakatanya, belom lagi rumus pembuatan

kalimat juga

R : Kamu bilang kan sulit, ada sisi gampangnya nggak sih bahasa inggris

itu?

S : Nggak ada mbak, semua sulit

R : Paling sulit diantara yang palit sulit apa?

S : Ngomong nya mbak, selalu ragu dan bingung

R : Ohh jadi gimana harus ngomong nya ya? Lalu, kesulitan kesulitan apa

saja yang kelas ini hadapi ketika belajar bahasa inggris?

S : Vocab, grammar, sama ngomongnya itu mbak, kadang kami bingung

mau mengutarakan apa yang ada dipikiran

R : Kemarin kan udah belajar pakai teknik role play ya, bagaimana

pendapatmu tentang pengunaan role play?

S : Pendapat saya tentang penggunaan role, sangat bagus karena dengan

penggunaan role play, mahasiswa bisa aktif dan menurut observasi saya

kemampuan berbahasa dan berbicaranya sedikit bisa terlihat meningkat

mbak, walaupun masih agak berantakan, dan dengan penggunaan role play

ini, temen temen yang tadinya tidak mau berbicara sama sekali, mereka

bisa sedikit lebih berani berbicara karena role play.

R : Manfaat yang kamu rasain dengan penggunaan role play ini?

S : Pengucapan lebih ngerti, ngomongnya juga lebih pd juga mbak, terus

lebih sedikit lancer mbak

R : Kalau untuk kemampuan berbicaramu sendiri secara umum?


73

S : Lebih baik, walaupun peningkatannya belum drastis, tapi saya

merasakan ada peningkatan dalam diri saya ketika berbicara bahasa

inggris

R : Apakah menurutmu role play bisa melatih rasa percaya diri untuk

berbicara di depan umum?

S : Menurutku bisa mbak, karena role play kan harus ditampilkan di depan

orang.

R : Apakah kamu sekarang sudah termotivasi untuk berbicara bahasa

inggris?

S : Sudah mbak, tapi mungkin baru di depan teman- teman saja

R : Role play itu kan salah satu teknik pembelajaran yang digunakan ,kamu

pasti juga tau berbagai macam teknik untuk pembelajaran, apakah ada

alternative lain selain role play untuk pembelajaran bahasa inggris yang

bisa dipakai untuk kelas EC selanjutnya khususya untuk meningkatkan

berbicara?

S : Kalau khusus untuk meningkatkan kemampuan berbicara, saya rasa role

play sudah jadi alternative yang bagus untuk dipakai mbak

R : Apa saja saranmu dalam penggunaan role play selanjutnya?

S : Media pembelajaran lebih banyak lagi, dan menggunakan property mbak,

sama dikasih rentan waktu untuk menghapal teksnya mbak, kalau role play

pakai teks kan agak aneh juga

R : Jadi, kamu seneng pakai role play? dan apakah kamu termotivasi untuk

berbicara bahasa inggris sekarang?

S : Iya mbak

R : Ok, terimakasih

Student 3

R : Menurutmu bahasa inggris itu sulit nggak?

S : Sulit mbak,

R : Kenapa sulit?

S : Karena susah buat menangkap langsung artinya mbak, perlu waktu

untuk berpikir

R : Itu kan kesulitan secara umum gitu ya, kalau secara poin-poin gitu apa

aja menurutmu khususnya kelas ec?

S : Menangkap apa yang disampaikan tentornya mbak, karena pakai bahasa

inggris terus dan cepet,

R : Selain itu?

S : Grammar mbak, terus ngomomg pakai bahasa inggris mbak, pengucapan

juga


74

R : Kamu pd nggak ngomong di depan?

S : Pd mbak

R : Pendapat tentang penggunaan role play sendiri apa?

S : Sangat bagus mbak, karena dengan penggunaan role play itu mhaasiswa

bisa berpikir kreatif untuk bagaimana caranya bisa melakukan hal itu

dengan kata lain memainkan peran sebagai orang lain mbak, dan role play

kan tujuannya untuk meningkatkan kemampuan bahasa inggris kita mbak,

jadi kita harus bisa menggunakan role play sebaik mungkin sehingga

tujuan dari enggunaan role play itu tercapai mbak.

R : Manfaat yang kamu dapatkan seletah penggunaan role play ini apa?

bagaimana dengan speaking mu?

S : Cukup meningkat mbak menurutku, terus sama lebih pd berkali lipat gitu

R : Apa kamu ada alternative lain selain role play untuk digunakan dalam

proses pembelajaran khusunya untuk meningkatkan speaking?

S : Story telling mbak , itu juga melatih kita untuk berbicara mbak

R : Setelah penggunaan role play ini, kamu jadi semangat dan buat belajar

bahasa inggris dan berbicara bahasa inggris nggak?

S : Semangat mbak

R : Kamu ada saran untuk penggunaan role play selanjutnya?

S : Role playnya dikasih waktu mbak, sama pakai property mbak biar lebih

seru

Student 4

R : Bahasa Inggris itu sulit nggak sih?

S : Lumayan lah mbak

R : Kalau kamu bilang lumayan, berarti ada sulitnya ya? Kesulitan- kesulitan

apa saja yang kamu hadapi di kelas ketika belajar bahasa inggris?

S : Bagaimana berbicara bahasa Inggris mbak, sebenarnya saya suka

pelajaran bahasa Inggris, tapi cara ngomongnya itu mbak yang sulit

R : jadi lebih ke speaking nya ya?

S : Iya mbak, speaking nya sama listening juga lumayan sulit mbak

R : Proses pembelajaran bahasa Inggris di kelas ini kan sering gitu ya pakai

role play, Bagaimana pendapat mu tentang penggunaan role play?

S : Bagus sih mbak, cukup menarik dan menyenangkan, cukup seru juga,

karena kadang kan ada selingan humor gitu ketika temen maju ke depan

untuk tampil. Selain itu juga bener- bener siswa harus mau berbicara

bahasa Inggris di depan dengan situasi yang diberikan sama gurunya

mbak, itu bikin kita jadi kreatif, ya walaupun kadang kita malas untuk


75

berfikir, tapi mau nggak mau yak an kita kudu berpikir bagaimana kita

harus bisa tampil yang baik di deoan teman- teman yang lain mbak.

R : ohhh gitu, terus menurut kamu sendiri, kamu pribadi mendapatkan

manfaat nggak sih dari penggunaan role play ini?

S : Iya dong mbak, khususnya peningkatan sedikit speaking aku mbak. Jadi

tambah semangat buat belajar bahasa Inggris. Tapi emang aku udah suka

sama bahasa Inggris dari dulu sih mbak. Selain itu juga lebih pd aja tampil

di deapn, ya Cuma di depan teman- teman sih mbak.

R : Jadi, apakah kamu benar- benar termotivasi untuk berbicara bahasa

inggris khususnya juga berbicara bahasa Inggris setelah menggunakan

teknik role play sebagai pembelajaran?

S : Iya dong mbak, kan dari awal udah suka juga mbak

R : Apakah ada alternative lain yang lebih menarik selain role play yang

kamu harapkan untuk diterapkan di kelas sehingga memotivasi siswa

untuk lebih aktif dalam berbicara bahasa inggris?

S : Kalau untuk kelas semacam speaking gitu mbak, aku pikir role play udah

jadi teknik yang tepat mbak

R : Kamu punya saran atau pesan untuk peggunan role play selanjutnya?

S : Kalau saran sih mungkin dikasih waktu yang lumayan lama mbak, biar

bisa ndalemin peran kita masing- masing gitu, terus juga pakai media-

media gitu mbak biar totalitas

R : Oke, terimakasih ya.


76

Appendix 5 Students’ Answer in Open-Ended Question

1. Setelah menggunakan teknik role play dalam pembelajaran bahasa

Inggris, bagaimana pendapatmu tentang keefektifan teknik tersebut

dalam meningkatkan kemampuan belajar berbicara bahasa Inggris?

Siswa 1: Dengan menggunakan role play, saya dapat lebih mudah untuk belajar

berbicara

Siswa 2: Role play memang sangat efektif khususnya untuk belajar

meningkatkan kemampuan berbicara

Siswa 3: Teknik role play sangat efektif dalam belajar bahasa Inggris biarpun itu

sederhana, tetapi sangat bermanfaat dalam kehidupan sehari-hari

Siswa 4: Iya, role play sangat efektif, karena membuat si pelaku role play untuk

berfikir kreatif dan belajar banyak hal

Siswa 5: Menurut pendapat saya, efektif sekali teknik role play ini jika

digunakan dalam pembelajaran bahasa Inggris karena membuat saya tergugah

untuk lebih banyak berbicara

Siswa 6: Efektif sekali , sangat bagus, dan menarik, serta kreatif

Siswa 7: Efektif, karena dengan penggunaan teknik role play dapat membuat

siswa dalam belajar bahasa Inggris lebih tertarik

Siswa 8: Efektif, dalam artian sangat membantu karena bisa saya bisa belajar

bahasa Inggris dengan lebih asyik, sehingga mahasiswa yang pasif bisa menjadi

lebih sedikit aktif

Siswa 9: Sangat efektif, bagus, menarik

Siswa 10: Sangat efektif karena meningkatkan keinginan atau ketertarikan siswa

dalam belajar bahasa Inggris

Siswa 11: Sangat efektif

Siswa 12: Sangat efektif

Siswa 13: Bagus, membantu siswa dalam mengakap pembelajaran khususnya

speaking, serta meningkatkan kreativitas

Siswa 14: Sangat efektif, dengan itu mahasiswa bisa belajar sambil acting

Siswa 15: Sangat efektif dan bagus, karena mudah dipahami

Siswa 16: Cukup efektif, karena dapat memotivasi utuk terus belajar bahasa

Inggris terutama speaking

Siswa 17: Role play sangat efektif dalam pembelajaran di EC dan sangat

menyenangkan

Siswa 18: Role play sangat efektif, karena saya menjadi berfikir lebih cepat

Siswa 19: Cukup efektif, karena meningkatkan kemampuan berbicara saya dalam

bahasa Inggris

Siswa 20: Cukup efektif

Siswa 21: Sangat membantu


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Siswa 22: Sangat efektif, karena dapat membantu berfikir cepat dan menambah

kosakata baru untuk berbicara bahasa Inggris

Siswa 23: Sangat efektif karena saya lebih dapay berbicara secara alami

menggunakan bahasa Inggris

Siswa 24: Sangat efektif, karena saya merasa lebih lancer dalam berbicara bahasa

Inggris

2. Dalam hal apa saja perubahan yang kamu alami setelah

menggunakan teknik role play sebagai teknik pembelajara bahasa

Ingris? Berikan pengalaman anda!

Siswa 1: Kami bisa belajar dengan mudah berbicara bahasa Inggris secara

spontan dan langsung.

Siswa 2: Saya lebih pede ketika berbicara, lebih lancer sedikit, lebih berani untuk

berbicara di depan kelas

Siswa 3: Lebih percaya diri, berani berpendapat, lebih santai, mendapatkan cara

untuk lebih mudah berbicara bahasa Inggris dalam kehidupan sehari- hari

Siswa 4: Lebih mengerti grammar dan banyak vocab

Siswa 5: Hal yang berubah dalam diri saya adalah kemampuan untuk berbicara

dengan bahasa Inggris meningkat sedikit demi sedikit

Siswa 6: Bisa sedikit demi sedikit untuk setiap kata

Siswa 7: Perubahan yang saya alami adalah dapat saling menunjukkan

kemampuan berbicara bahasa Inggris

Siswa 8: Saya pendiam kalau sudah pelajaran bahasa Inggris dengan teknik ini

saya berani ngomong dan tidak membenci pelajaran Inggris lagi

Siswa 9: Hal berbicara bahasa Inggris meningkat

Siswa 10: Dalam hal acting/ memperagakan sosok artis yang terkenal

Siswa 11: Susah namun bisa membuat pengalaman agar nantinya bisa berbahasa

Inggris

Siswa 12: Lebih mengerti

Siswa 13: Lebih mengerti bahasa Inggris, paham dan cukup bisa berbicara

sedikit

Siswa 14: Bisa menjadi orang lain, memerankan perna menjadi orang lain,

mendapat ungkapan atau kata baru yang sebelumnya belum diketahui

Siswa 15: Lebih paham dan pd dalam berbicara bahasa Inggris

Siswa 16: Kepercayaan diri, karena semuanya masih belajar, jadi tidak perlu

takut salah

Siswa 17: Saya lebih percaya diri dan yakin untk berbicara dan mengutarakan

pendapat


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Siswa 18: Kami bisa belajar berbicara bahasa Inggris tanpa teks dan tanpa

membuka kamus sehingga kami mendapat vocabulary baru

Siswa 19: Lebih bisa berbicara bahasa Inggris dengan leancar dan cukup tepat

walaupun belum baik

Siswa 20: Percaya diri dan kerjasama

Siswa 21: Lebih pede , kreatif, berani, dan bisa berbicara secara alamiah tanpa

suruhan lagi

Siswa 22: Saya bisa berfikir lebih kreatif dan cepat

Siswa 23: Mendapat kosakata baru yang beum diketahui

Siswa 24: Memudahkan saya menghafal dan kebenaran membaca Inggrisnya

3. Supaya role play lebih efektif untuk digunakan sebagai teknik

pembelajarna untuk kelas selanjutnya, apa saja saran yang dapat

kamu berikan untuk meningkatkan mutu teknik tersebut?

Siswa 1: Diberikan role play yang lebih menarik lagi

Siswa 2: Agar totalitas lebih bagus apabila memakai properti

Siswa 3: Mungkin di setiap pertemuan role play harus dilakukan supaya menjadi

lebih terbiasa walaupun itu merupakan hal yang sederhana

Siswa 4: Melakukan role play sebagai media belajar untuk melatih anak berfikir

kreatif dengan menggunakan properti

Siswa 5: Menggunakan alat peraga agar lebih menarik

Siswa 6: Lebih kreatif lagi untuk menyajikan materinya

Siswa 7: Lebih sering dipakai dan diberikan pada siswa

Siswa 8: Dipadukan dengan teknik yang lain yang mengasyikkan dan lebih seru

sehingga seperti role play

Siswa 9: Hal berbicara bahasa Inggris meningkat

Siswa 10: Berikan fasilitas yang menarik

Siswa 11: Lebih dikreatifkan lagi dalam role play dan lebih ditingkatkan lagi

contohnya dengan memberikan fasilitas yang bisa digunakan untuk menunjang

performance role play

Siswa 12: Dipadukan dengan banyak permainan yang dapat menjadi bahan

belajar

Siswa 13: Terus dikembangkan teknik ini

Siswa 14: Lebih diarahkan lagi dijelaskan lebih lanjut. Saat role play dimulai

jangan main- main, harus lebih serius, dan sesuai dengan peran yang dimainkan

Siswa 15: Saat role play dimulai harusnya mahasiswa tidak membaca teks

sehingga bisa terlihat lebih alami. Teks untuk role play dipanjangkan dan

didukung dengan property serta mimic yang baik


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Siswa 16: Lebih ditingkatkan metodenya

Siswa 17: Jika dalam bentuk kelompok, usahakan semua kelompok turut bekerja

Siswa 18: Sebaiknya lebih diisi dengan permainan yang mengacu dalam

pembelajaran agar tidak bosan

Siswa 19: Lebih dipadukan serta dengan teknik permainan yang lebih banyak

Siswa 20: Lebih dikembangkan lagi

Siswa 21: Lebih ditingkatkan dengan menggunakan media atau properti

Siswa 22: Diberikan waktu dan jeda agar bisa menghafal dengan baik serta

menggunakan properti

Siswa 23: Dibuat lebih menarik lagi, fasilitas digunakan, waktu untuk menghafal

lama

Siswa 24: Mengajari Bahasa Inggris menggunakan role play agar murid lebih

mudah belajar bahasa Inggris


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Appendix 6 Sample of Students’ Questionnaire


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the perceptions of pgsd english club students … · provides english club to help students to...

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