PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI … · Demikian pernyataan ini yang saya buat dengan sebenarnya. ... and using his internet. ... kelompok, mengembangkan tema role play dan

i

STUDENTS’ PERCEPTIONS ON THE USE OF ROLE PLAY TECHNIQUE

IN SPEAKING CLASS IN THE ENGLISH EDUCATION STUDY PROGRAM

OF SANATA DHARMA UNIVERSITY

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Silvestra Maria Indrat Yessy Adipranata

Student Number: 031214119

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI



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The Lord gives strength to His people; the Lord blesses His people with peace

(Psalm 29:11)

There can be miracles, when you believe Though hope is frail, it's hard to kill

Who knows what miracles you can achieve When you believe, somehow you will

You will when you believe (OST. Prince of Egypt)

Welcome to your revolution What you dream is what you see There are no rules or regulations

Let the music set you free

I dedicated this thesis to my lovely parents and brother


LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Silvestra Maria Indrat Yessy Adipranata

Nomor Mahasiswa : 031214119

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

STUDENTS’ PERCEPTIONS ON THE USE OF ROLE PLAY TECHNIQUE IN SPEAKING CLASS IN THE ENGLISH EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 19 Maret 2009

Yang menyatakan

(Silvestra Maria Indrat Yessy Adipranata)


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ACKNOWLEDGEMENTS

First of all, I would like to glorify the Lord Jesus Christ because He always

loves me and helps me whenever I need. I realized that without Him, I could not

complete this thesis.

I would like to thank my major sponsor, Fx. Ouda Teda Ena, S.Pd., M.Pd,

and Caecilia Tutyandari, S.Pd., M.Pd, my co-sponsor, who spent their precious

time in guiding and supporting me to finish my thesis.

My thankfulness also goes to Laurentia Sumarni, S.Pd., who has permitted

me to conduct my research in her class, and also to the students of Interactional

Speech Class A and E for their willingness to be my respondents. Then, my special

gratitude goes to my family: my beloved parents, R.M.G. Quintara Adipranata

and Justine Sulistyaningsih, and also my lovely brother, Bertus Adipranata whose

meaningful love and support always make me comfortable in living my precious life.

I also thank Drs. Z. Bambang Darmadi for lending me many books, and giving me

suggestions.

I would like also to thank my best friends: Sindu Lestari, Winny Aditya,

Deni, Palupi, Icha Bochie, Kak Ruri, Runnebelle, Fajar Ana, Mastur, Hannafi

and Wisnu A for sharing our happiness and sadness. My next gratitude goes to

Fredz, for repairing my computer, allowing me to keep my thesis in his computer

and using his internet. I also thank Damianus Aseptriaji Saputra, for his best love

and great support to understand me whenever I feel so depressed.


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My thankfulness also goes to Mas Danang, Andreas Haris, Dono, and

Lintang for their helps, information, and suggestions that motivated me to finish my

thesis.

I would also like to express my appreciation to Secretariat staff of the

English Education Study Program, the Library staff of Sanata Dharma

University; I thank them for their helps and services during my study.

Finally, I also want to express my thankfulness to all people and friends that I

cannot mention here one by one. I am so thankful for our worthy meeting.

Silvestra Maria Indrat Y.A



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TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………………………… i

APPROVAL PAGES ……………………………………………………………… ii

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

ACKNOWLEDGEMENTS ………………………………………………………. v

STATEMENT OF WORK’S ORIGINALITY ………………………………..….. vii

TABLE OF CONTENTS…………………………………………………………. viii

LIST OF APPENDICES ………………………………………………………… x

LIST OF FIGURES ……………………………………………………………… xi

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

ABSTRACT ……………………………………………………………………… xiii

ABSTRAK ……………………………………………………………………….... xiv

CHAPTER I. INTRODUCTION

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

B. Problem Limitation ……………………………………………………. 4

C. Problem Formulation ……………………………………………......... 5

D. Research Objectives ………………………………..………………… 6

E. Research Benefits ……………………………………………….......... 6

F. Definitions of Terms …………………………………………………. 7

CHAPTER II. THEORETICAL REVIEW

A. Theoretical Description ……………………………………………. … 9

1. Perception …………………………………………………………...... 9

2. Factors that affect persons in perceiving the stimuli

to make perception …………………………………………………… 12

a. Stereotype ………………………………………………………….. 12

b. Selectivity ………………………………………………………….. 12

c. Self-concept ……………………………………………………….. 13


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d. Situation …………………………………………………………… 13

e. Need ………………………………………………………………. 14

f. Emotion …………………………………………………………… 14

3. Perception on Learning ………………………………………........... 15

4. Speaking …………………………………………………………….. 16

a. The Teaching of Speaking ………………………………………. 16

b. Role Plays ……………………………………………………….. 17

B. Theoretical Framework ………………………………………………. 20

CHAPTER III. METHODOLOGY

A. Method ………………………………………………………………… 22

B. Research Participants ………………………………………….............. 23

C. Setting …………………………………………………………………. 23

D. Research Instrument …………………………………………………… 24

E. Data Gathering Technique …………………………………………….. 27

F. Data Analysis Technique ……………………………………………… 27

G. Research Procedure ……………………………………….................. 30

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Research Findings …………………………………………………….. 31

1. The Implementation of Role Play ……………………………............ 31

2. Students’ Perceptions on Role Play ………………………………….. 32

B. Discussion …………………………………………………………….. 35

1. The Implementation of Role Play ……………………………………. 35

2. Perceptions on Role Play …………………………………………….. 36

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions …………………………………………………………… 42

B. Suggestions ……………………………………………………........... 44

REFERENCES ….…………………………………………………………… 46

APPENDICES ……………………………………………………………….. 49


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LIST OF APPENDICES

Page

APPENDIX A. OBSERVATION SHEET ……………………………………… 49

APPENDIX B. QUESTIONNAIRE ……………………………………………. 50

APPENDIX C. INTERVIEW …………………………………………………… 52

APPENDIX D. DATA FROM QUESTIONNAIRE ……………………………. 53

APPENDIX E. DATA TABULATION ………………………………………… 55

APPENDIX F. CENTRAL TENDENCY DISTRIBUTION …………………… 60

APPENDIX G. CHARTS OF QUESTIONNAIRE …………………………….. 61


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LIST OF FIGURES

Page

Figure 4.1. Students’ perceptions on the use of role play in learning speaking…. 37

Figure 4.2. The students’ perceptions on a good role play ……………………… 38

Figure 4.3. The perceptions on the role play contributions …………………….. 39

Figure 4.4. Students’ experiences in using role play …………………………… 40


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LIST OF TABLES

Page

Table 2.1. The features of a good role play ……………………………….... 18

Table 2.2. Table of Tips to succeed with role plays ………………………. .. 19

Table 3.1. Sample of the Observation Sheet ……………………………… .. 24

Table 3.2. Sample of the Questionnaire Form ……………………………… 26

Table 3.3. Questionnaire Blueprint …………………………………………. 26

Table 3.4. Sample of Frequency and Central Tendency’ Table …………….. 29


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ABSTRACT

Adipranata, Silvestra Maria Indrat Yessy (2009). Students’ Perceptions on the Use of Role Play Technique in Speaking Class in the English Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University.

This study is aimed at investigating and identifying the students’ perceptions on the use of role play in speaking class in English Education study program of Sanata Dharma University. There are two research problems discussed in this study. They are: 1) How does the implementation of role play technique in speaking class in English Education study program reflect the feature of a good role play? And 2) What are the students’ perceptions on the use of role play technique in speaking class in English Education study program?

To solve both research problems, the researcher employed survey study. The instruments used in this study were observation and questionnaire. The researcher also interviewed seven respondents in order to obtain more information, The respondents of this study were 51 first semester students in English Education study program of Sanata Dharma University in the academic year of 2007/2008 who belonged to the speaking A and E classes. The interview guidelines consisted of 5 questions related to the use of role play technique.

Based on the results, there were two conclusions. First, the role play was well implemented. The implementation of the role play technique was in accordance with the theory of a good role play which stated that role play should be based on a familiar situation, allows the students to speak naturally, and develops the students’ creativity. The type of role play which used in this class was a Simple Role Play. The role play implemented by asking the students to make a group to perform the play based on certain topics in which they had already prepared the script and property. Second, all of the students had positive perceptions on the use of role play technique in speaking class. Role play was considered to bring about positive contribution to help them improve their language skills, especially Speaking. Finally, there are some suggestions for the lecturer of Interactional Speech class, the students of Interactional Speech Class and next researchers. The lecturer of Interactional Speech class is expected to select the member of the group, minimize the number of the group’s member, improve the theme of the play and facilitate an outdoor activity. Furthermore, the students of Interactional Speech class are hoped to pay more attention to the pronunciation in their role play performances so that the audience can understand the conversation clearly. Moreover, the next researchers are also hoped to have more preparation and respondents, add more aspects of the role play and be more detailed.


xiv

ABSTRAK

Adipranata, Silvestra Maria Indrat Yessy (2009). Students’ Perceptions on the Use of Role Play Technique in Speaking Class in the English Education Study Program of Sanata Dharma University. Yogyakarta: Sanata Dharma University

Penelitian ini bertujuan untuk meneliti dan mengetahui persepsi siswa terhadap kegunaan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris Universitas Sanata Dharma. Ada dua pertanyaan yang di bahas yaitu: 1). Bagaimana penerapan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris mencerminkan syarat role play yang baik? dan 2). Apa persepsi siswa terhadap kegunaan teknik role play dalam kelas Speaking di program studi pendidikan bahasa Inggris?

Untuk menjawab semua pertanyaan, peneliti menggunakan studi survai. Adapun instrumen yang digunakan adalah observasi dan kuesioner. Peneliti juga melakukan wawancara terhadap tujuh responden untuk mendapatkan informasi lebih banyak lagi. Responden dari penelitian ini adalah 51 siswa dari semester pertama program studi pendidikan bahasa Inggris Universitas Sanata Dharma dalam tahun akademik 2007/2008 yang mengikuti kelas Speaking A dan E. Wawancara terdiri dari 5 pertanyaan yang berkaitan dengan kegunaan role play.

Dari hasil, diperoleh dua kesimpulan. Pertama, role play diterapkan dengan baik. Penerapan teknik role play sudah sesuai dengan teori tentang role play yang baik yang menyatakan bahwa role play harus didasarkan pada situasi umum, memperbolehkan siswa untuk berbicara secara alami, dan mengembangkan kreatifitas siswa. Tipe role play yang digunakan adalah Simple Role Play. Role play diterapkan dengan cara meminta siswa untuk membentuk kelompok untuk menampilkan drama dengan topik tertentu yang naskah dan perlengkapannya telah mereka persiapkan sebelumnya. Kedua, semua siswa memiliki persepsi positif terhadap penggunaan teknik role play dalam kelas Speaking. Role play dianggap membawa kontribusi yang positif untuk membantu siswa dalam mengembangkan kemampuan berbahasa mereka, khususnya ketrampilan berbicara. Akhirnya, ada beberapa saran yang ditujukan bagi dosen dari kelas Interactional Speech, siswa dari kelas Interactional Speech dan peneliti berikutnya. Dosen dari kelas Interactional Speech diharapkan memilih langsung anggota grup, meminimalkan jumlah anggota kelompok, mengembangkan tema role play dan memfasilitasi kegiatan luar kelas. Disamping itu, siswa-siswa dari kelas Interactional Speech juga diharapkan lebih memperhatikan pelafalan kata dalam penampilan mereka sehingga dapat dipahami jelas oleh penonton. Dan bagi para peneliti berikutnya yang akan melakukan penelitian sejenis, diharapkan punya persiapan lebih lagi dan memperbanyak responden, menambah aspek dari role play dan lebih rinci dalam meneliti.


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CHAPTER I

INTRODUCTION

This research investigates the students’ perceptions on the use of role play in

speaking class. In order to provide detailed information, this chapter consists of six

parts: Research Background, Problem Limitation, Problem Formulation, Research

Objectives, Research Benefits, and Definition of Terms.

A. Research Background

Nowadays, most schools in Indonesia equip their students’ knowledge with

English. In English learning, there are four skills. They are reading, writing, listening

and speaking. Teachers in Indonesia gain some challenging teaching experiences

because English is not used in daily conversations.

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

teaching technique and perception of that technique. There are many techniques in

teaching speaking such as debate, game, discussion, and role play. A teacher can

implement more than one technique to make his teaching interesting. The

implementation of some teaching techniques could influence the students’

enthusiasm in following the class. Furthermore, in School-based curriculum, the

students are asked to be more active in the teaching learning activity. It means that

the students have a significant role to support the classroom activities and the teacher

acts as a facilitator. As the facilitator, teacher should facilitate students to ease and


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attain an effective teaching-learning activity. Meanwhile, the teacher is expected to

pay more attention to the situation of the learning activity. In this condition, the

teacher will be able to determine the teaching styles and classroom techniques.

Learning activities do not always depend on the teacher but also involve the

cooperation between the students and the teacher. In fact, many students find it

frustrating when they have to speak in front of the other students, and commonly

their reason is that they are afraid of making mistakes. They are nervous, panic, and

tend to think that they cannot do that. So, the teacher needs to find the most

appropriate techniques to create an enjoyable classroom. Therefore, by implementing

the appropriate technique is hoped to enable the students to reduce their nervousness,

too.

To fulfill this expectation, certain teaching techniques can be used. However,

sometimes it is not easy for the teachers to create proper techniques in teaching

because every student has his own way to learn which is appropriate to his ability.

For example, some techniques are more suitable for older learners; others are for

young learners, or that some techniques might be more appropriate for those at the

beginning level of language study, but not at intermediate or advanced level. Some

people state that speaking English as a foreign language is rather difficult because the

speakers have to think about the vocabulary, the pattern and how to pronounce the

words at the same time while they are producing the previous sentence. Moreover,

Indonesia does not use English as the second language. Thus, we need to apply the

technique to help the students. Some of the teaching techniques which can reduce the


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nervousness in learning speaking are role play and game. Role play is an excellent

activity for speaking in the relatively safe environment of the classroom. Beside that,

role play also provides learners practice speaking the target language before they

must do in a real environment (Nunan, 2003:57). Therefore, in other words, role play

can help the learners to practice an actual dialogue. Role play technique was also

experienced by the researcher. When experiencing role play for the first time, the

researcher was less confident because through this technique the researcher had to

speak in front of public. However, after experiencing the role play for several times,

the researcher started to enjoy and follow this technique. Moreover, the researcher

found it as a fun activity to practise her English in a natural way.

The other factor that can influence the learning activities is perception.

Perception plays an important part in learning process since it influences someone’s

behavior or attitudes and motivation to learn (Szilagyi and Wallace, 1980:70).

Positive perceptions on the learning activities bring positive behavior and attitude to

have high motivation in learning activities. In other words, what the students think

about the learning activities will affect their attitude during the learning process.

Related to the explanation above, the researcher intended to understand the

implementation of role play in speaking class and to find out the students’

perceptions on the use of role play in speaking class. The researcher is interested to

know whether the students have the same perceptions as the researcher or not. It is

expected that after knowing the students’ perceptions on the use of role play in


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speaking class then the students could have good motivation to make their progress

better.

B. Problem Limitation

Learning English as a foreign language, especially learning to speak, is not easy

because the speakers have just very few opportunities to speak the target language in

daily conversation. Nunan (2003:48) stated that many people feel that speaking in a

new language is harder than other skills. To anticipate this problem, teacher can use

some techniques to teach the students in learning speaking.

Techniques are chosen because they are the most applicable than approach and

method, as it is stated by Anthony in Richards and Rodgers (1986). He says that a

technique is implementational- which actually takes place in a classroom. In general

classroom, the students are not given enough time to practice speaking in more

relaxing situation. As a result, when the students have to speak with native speakers,

the students find it difficult to communicate with them since the students do not have

enough ability to speak English. However, many experts said that there is no certain

explanation that one technique is better than another because each technique has its

own characteristics which differ one from the others. Therefore, the teacher should

be careful in determining the technique to help the students to do the speaking

practice. Group activities seem appropriate because some students may find

difficulties in speaking. Some of them may get shy and some other may be so

talkative that they will dominate the class. For young learners, group activity


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techniques (roles plays, debate and games) can facilitate them to create, promote, and

reinforce behavior that can be conducive to the goals of the classroom learning, so

that it can help them to speak English fluently.

Considering most of new students of university have to face the new situation in

learning, they need a technique which can attract their attention to follow the lessons.

In this study, role play technique is proposed as a technique in learning speaking.

Here, by using role play, students are trained not only to improve their self

confidence but also to learn how to cooperate with someone else. In role play,

everybody will get chance to speak and they will be forced by the condition to speak.

Based on the explanation above, the researcher focuses on the students’

perceptions on the use of role play in speaking class. This research takes place in

Interactional Speech classes in the academic year of 2007/2008 in English education

study program of Sanata Dharma University. The researcher chooses this class

because it applies role play in learning speaking.

C. Problem Formulation

Referring to the explanation above, the researcher formulates the following

research questions:

1. How does the implementation of role play technique in speaking class in the

English Education study program reflect the features of a good role play?

2. What are the students’ perceptions on the use of role play technique in

speaking class in the English Education study program?


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D. Research Objectives

Based on the problem formulation, this research aims to understand the

implementation of role play in speaking class technique in the English Education

study program. The second objective is to find out the students’ perceptions on the

use of role play technique in speaking class in the English Education study program.

E. Research Benefits

It is expected that the result of the research will be beneficial for:

1. Students of English Education

The researcher hopes that this research gives positive contribution to the students

of English Education Study Program of Sanata Dharma University. By knowing how

to perform a good role play, they can learn more on many factors in the play and thus

be well prepared before they do the role play in class. Students who have good

understanding and are aware of the contribution of role play to their study in English

Education study program of Sanata Dharma University will have high motivation in

the learning process. This condition leads the students to get a maximum

achievement and to enhance their speaking ability.

2. Lecturers of Interactional Speech Class

By knowing the students’ perceptions on the use of role play, the lecturers of

speaking class are expected to develop the role play technique for their strategy to

improve their students’ achievements. If the students do not have positive perception

on the use of role play, then the lecturer can make this technique more interesting for

the students.


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3. The Researcher

This research also gives some benefits for the researcher since the researcher

also get useful experiences by using role play in speaking class. The researcher as a

future teacher will apply this technique and if necessary make a revision so that the

technique can be applied better.

F. Definition of Terms

There are three terms in this study that particularly need explicit definitions to

avoid misunderstanding in this research.

1. Perception

According to Szilagyi and Wallace (1980:70), perception is defined as a process

by which individuals attend to incoming stimuli, organize, and then interpret such

stimuli into a message that in turn indicates an appropriate action or behavior.

Huffman, Vernoy.M and Vernoy. J (1997:79) stated that perception is the process of

selecting, organizing, and interpreting sensory data into usable mental

representations of the world. This means that someone can receive something as a

good or bad perception depends on what they feel in facing the object. Robbins

(2001:121-122) defined perception as a process by which individuals organize and

interpret their sensory impressions in order to give meaning to their environment.

In this study, perception refers to how the students of Interactional Speech I

think, reflect, and give impressions on the use of role play in learning speaking and

its contribution to their learning process.


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2. Role plays

According to Paulstan and Bruder (1976:70), role plays are exercises where the

student is assigned an untrue role from which he has to improvise some kind of

behavior toward the other role character in the exercise. In role-playing, students are

asked to play the part of someone else. Teachers can give details of the characters

and situation that they are supposed to be in, or the students can make their own

character based on the requirements that represent the materials. The students

interact in small groups or in pairs taking different characters. In playing the roles,

they involve their improvisation to make the performance runs in smooth.

In this study, role play is a communicative activity in which the students are

asked to play the some characters. The characters in this role play are usually created

by the students. The students can explore the characters and improvise their speech

based on their creativity.

3. Speaking

According to Nunan (2003:48) speaking is a productive aural/oral skill. It means

that through speaking activities, learners can express their ideas, thoughts and

feelings orally. In this study, speaking is an activity which involved two or more

people act as a speaker and listener to share their thoughts and feelings orally.


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CHAPTER II

LITERATURE REVIEW

This chapter includes two parts, namely theoretical description and theoretical

framework. The theoretical description presents some important concepts related to

the research. The concepts are: (1) Perception, (2) Factors that affect person in

perceiving the stimuli to make perception, (3) Perception on Learning, and (4)

Speaking. Moreover, the theoretical framework consists of summary from the

theories that will be used to solve the research problems.

A. Theoretical Description

In this section, the researcher discusses the theory related to this study. There are

three related theories to be viewed. The theories are Perception, Perception on

Learning, and Speaking.

1. Perception

The understanding of perception can be derived from some sources. According

to Worchel and Shebilske (1998:117), perception is the process of interpreting

information. Huffman et al. (1997:79) stated that perception is a process of selecting,

organizing, and interpreting sensory data into usable mental representations of the

world. Moskowitz and Orgel (1969: 158) argued that perception is a global response

to a stimulus or a set of stimuli. According to Szilagyi and Wallace (1980:70),

perception is defined as a process by which individuals attend to incoming stimuli,

organize, and then interpret such stimuli into a message that in turn indicates an

appropriate action or behavior.

From those definitions, perception can be viewed as a conscious mental and

cognitive process of observing, comprehending, and responding about particular


10

thing, in which a person tries to translate the stimuli that he or she receives. Those

responses occur in people’s awareness through their sensory receptors. Then, these

responses will be interpreted as meaningful information about the stimuli and so called

perceptions.

Not every person can have exactly the same perception about particular things,

even though the object is the same. It is because people percept something based on

their feeling of subjectivity and their experience in the past. It is supported by Mouly

(1973:93) who said that two persons looking at the same phenomenon may see very

different things. As stated by Wick and Pick (1978: 171-208), there is a connection

between perception and experience. They stated that perception and experience are

related to one another. This condition shows that perception occurs as our responses

in learning or experiencing our environment. According to Gibson J, John M and

James H. Donnely (1985:60), perception is a cognitive process that individuals use to

interpret and understand the world around them. Perception can be made through the

cognitive process in our mind.

Sometimes perception may change and the changes depend on the stimulus that

someone has experienced. Moskowitz and Orgel (1969:159) said that most

perceptions are developed and modified through reinforcement and through feedback

from his own behaviour. It means that perception can change based on the new

experiences that someone recently get. However, perception is not always formed by

someone’s experience. There is another possibility to form perception that is based

on others’ opinion. When the stimulus from others’ opinion is so strong, this

situation could affect someone’s perception without any experience which comes

from him or herself. It means that the perception is created by stimuli received by his


11

or her sensory organs (eyes, nose, ears, tongue, and skin) and the person does not

experience the stimuli directly. From the above explanation, it can be concluded that

perception can also be formed by sensations. When someone experiences a stimulus,

he may have sensation and perception processes. Those processes are different but it

is quite difficult to separate one another. That argument is supported by Bootzin.R,

Elizabeth.L and Robert Z (1983:103). They claimed that it is impossible to separate

perception from sensation. Sensations themselves are the entering of raw data from

the senses into the brain (Huffman et al, 1997:79). This thought is also supported by

James (1983:724) who stated that sensational and reproductive brain-processes

combined, then, are what give us the content of our perceptions.

Now it is understood that both experience and sensation can form perception, but

the result is different. Perception that is formed by experience is stronger than

perception formed by sensation (Santoso, 2000:32). It means that the perception

which is formed by experience is hard to be changed because someone feels more

impressed when he/she experiences it.

In this study, perception refers to the response of role play to form some

meaningful information to the learning process. The students’ perception on the use

of role play technique in learning speaking would be stronger if they experience it by

themselves. The students are really involved in the activity whether as actors or

audiences. Whereas, it would be weaker if they have the perception by listening to

someone’s opinion on the use of role plays in learning speaking. If the students have

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


12

learning speaking and vice versa. Then, it would be more difficult to change the

perception if the students form their perception based on their experiences and

visions of the technique.

1. Factors that Affect Persons in Perceiving the Stimuli to Make perception

In organizations theory, Gibson et al (1985:61) provides a perceptual process in

the form of diagram, and there are six factors influencing someone’s perception.

They are stereotyping, selectivity, self-concept, situation, needs, and emotions.

a. Stereotype

The first factor is stereotype. Stereotype is a set of thinking in a particular group

that is generalized to all members of the group (Gibson et al, 1985:64). It indicates

that people have set some knowledge in their mind, although they do not know

whether it is true or not. In perception on the use of role play in learning speaking,

stereotype might occur. For example, stereotype with age as the basis. The 2007

students of the English Education Study Program at Sanata Dharma University will

be assumed to have a same perception about it. If they consider role play as a good

technique, they will set this in their mind so they will perceive role play positively.

Most of stereotypes are wrong perceptions because it is formed not because of the

fact that happens in our environment. It is supported by Gibson et al (1985:65) who

says that stereotyping can result in implementing improper programs.

b. Selectivity

The second factor is selectivity. It is impossible for us to catch all the stimuli

that exist in our environment. Only certain stimuli are taken and then processed in

our brain. It is caused by our interest of those stimuli. The perception is based on

something that we want to choose. It is supported by Gibson et al (1985:66) who


13

says that people tend to ignore information or cues that might make them feel

discomfort. People will take stimuli that they want but most of the stimuli that they

take are positive for them. People have various interests, so they may select what is

important or relevant to fulfilling their needs. This is why people perceive things

differently.

c. Self-concept

The third factor is self-concept. The way people see themselves in the form of

self-concept will affect their perception about something in their environment. The

way we see and perceive ourselves is an attempt to avoid conflict with incompatible

ideas. It is supported by Mouly (1973:92) who says that we perceive only those

things that are consistent with our motives and goals, and interpret our experiences to

make them compatible with our present self-concept. Gibson et al (1985:67), in his

research, suggests that (1) knowing oneself makes it easier to see others accurately,

(2) one’s own characteristics affect the characteristics identified in others, and (3)

persons who accept themselves are more likely to see favourable aspects of other

people. It indicates that when one person is successful in knowing his/her self-

concept, the perception about something can be seen accurately. The students’ self-

concepts are often performed in their attitudes based on the stimuli which may result

as the feeling of likes and dislikes about certain thing.

d. Situation

The press of time will exactly force the manager to overlook some details, to

rush certain activities and to ignore certain stimuli such as request from other

managers or from superior (Gibson et al, 1985:67). People tend to work quickly

when they do not have much time. Due to time limitation, people pay less attention

to the factor(s), which might affect the outcomes. People become careless in doing


14

their activities. They make decision about certain thing without further understanding

or their perceptions towards the problem.

e. Need

Perceptions are significantly influenced by needs and desires (Gibson et al,

1985:67). People will eat what they want to eat, they will see what they want to see,

and they will do everything they want to do. For example, in choosing the teaching

technique, the teacher’s purpose of choosing the technique is to get the most

comfortable one based on the learners’ needs and expectation. Both needs and

expectation influence people in forming perception. It also happens in students’

perception on the use of role play. People will perceive role play as a good technique

if those people need this technique to achieve a certain goal.

f. Emotion

Emotion can influence someone in forming perception. Gibson et al (1985:68)

supports this through his statement that strong emotions often warp perceptions.

Perception formed through experiencing a particular thing can influence the

perception which will be formed in the future. A student who joins a class may have

perception on it. His perception on the learning is good because the lecturer can

make him understand the material. Moreover, the lecturer is kind so most of the

students get an A for the final mark. Because of what the lecturer has done, the

student will not be doubtful to recommend the lecturer to his friends and juniors.

Someone’s expectation also influences the forming of perception. When

someone feels that he gets benefit from something, he will create a good perception

on his mind so he feels motivated in learning. On the other hand, a person will form a

bad perception when he finds that something is not good for him. Something that has

no contribution to fulfil someone’s expectations and need will influence the forming

of bad perception.


15

The forming of perception can influence someone’s motivation in doing

something. Wahjosumidjo (1987:174), who says that motivation is a psychological

process, reflects the interaction among attitudes, needs, perception, and decision

made by someone. For instance, a student who has good perception on the use of role

play will feel motivated in learning. It means that good perceptions do not only make

the students more creative in conveying something but also train someone’s

confidence.

2. Perception on Learning

Stern (1987:304) added that learning is a process by which individuals change in

a positively valued direction as a result of experience or practice and under the

influence of environmental factors including teaching. Marton, Dall’Alba, and Beaty

(1993) stated that perception on learning deals with belief and concept. Biggs (1989)

also stated that perception on learning deals with belief about knowledge which

influences students’ approaches to learning. It means that perception on learning

always deals with belief and concept about knowledge (message), which plays as

stimulus from environment.

More specifically, Champbell et al (2001) proposed five elements of language

teaching-learning activities implementation that build students’ perception. Those are

(1) How the teacher teaches the students, (2) What the teacher wants the students to

learn, (3) How the students learn in class, (4) What the students learn, and (5) What

the purposes of learning the language are.


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3. Speaking

a. The Teaching of Speaking

Before discussing teaching of speaking, it is necessary to define what speaking

is, in order to have enough understanding about speaking as a general. Speaking is

the productive aural/oral skill (Nunan 2003:48). Speakers talk in order to have some

effects on their listeners. Speaking skill or oral communication is typified as an

activity involving two or more people as the participants are hearers and speakers

having to react to what they are and make their contributions at high speed (Johnson

and Morrow, 1983:70). Paulstan and Bruder (1976), in her book, defined speaking as

a competency to communicate in the target language.

As cited from Kathleen M. Bailey in Nunan (2003:54-56), there are five

principles in teaching speaking. First, be aware of the differences between second

language and foreign language learning context. A foreign language context is one

where the target language is not the language of communication in the society. It is

very challenging for students who learn English as a foreign language because they

do not have enough opportunities to use English as the target language. A second

language context is one where the target language is the language of communication

in the society. Second, give students practice with both fluency and accuracy. In this

case, the students will have better progress by extensive practice. Third, provide

opportunities for students to talk by using group work or pair work and limiting

teacher talk. Fourth, plan some speaking tasks which involve negotiation for

meaning. The last, design some class activities that involve guidance and practice in

both transactional and interactional speaking. The difference between interactional

and transactional speaking is on the purpose. When the purpose is interactional, it is


17

focusing on maintaining and establishing social relationships, but in transactional

speaking the focus is primarily on the meaning of the message. According to Nunan

(1991:42), interactional speech is much more fluid and unpredictable than

transactional speech.

b. Role Plays

According to Paulstan and Bruder (1976:70), role plays are exercises where the


behavior toward the other role character in the exercise. They also stated that role

play has four basic elements that are; situations, roles, useful expressions and

background knowledge. Golebiowska (1990:5) confirmed that role play is a

communicative activity in which the learners are given a task to complete. In order to

ensure a lively and unpredictable course of activity, the learners are told who they are

and what their opinions are.

Littlewood (1981:50) said that in role playing, learners are asked to imagine

themselves in a situation that could occur in their daily activities or outside the

classroom. They are asked to adopt a specific role from this situation. They are asked

to act as if the situation really exists.

Albert P’Rayan (2007) stated that a role play is an activity in which the

participants or students of a language course assume the roles of some imaginary

characters and, as a team, create a story based on a situation and enact the play in

front of an audience. Through this activity the students can practise certain language

functions and learn speaking skills. Moreover, he proposed some features of a good

role play as listed in the next page.


18

Table 2.1. The features of a good role play (P’Rayan, 2007)

The features of a good role play A good role play is based on a familiar situation. The group of characters does not exceed two to three members. It gives extensive speaking practice to the participants. It is based on real world contexts and allows students to speak naturally. It is interesting and enjoyable. It develops the participants’ creativity. It fosters their critical thinking skills. It breaks monotony and makes other students participate.

.

By considering those features, the teachers are expected to understand the

technique of role play and as a result the role play could be used effectively.

Mcguire and Priestly (1981:87-91) stated that there are three types of Role play;

those are Simple Role Play, Modeling Exercise and Structures Role Play. Simple

Role Play is a role play that can be used on fairly simple level, concentrating and

beginning with situation that will be familiar to the learners, and involving only two

or four ‘actors’ at a time. This type of role play has two aims; those are to help those

who are unable to do so to get better at dealing with particular situation, and to

introduce role play as a communicative exercise that can be used to help them learn

to cope with more complex events

The second type of role play is Modeling Exercises. It consists of the role-

played demonstrations of social skill or response by someone who is competent in its

execution for someone who is not. It can be carried out “live” (face to face) or

recorded on video. The last type is called a structures role play. If we want to look at

encounters in which people have more complex sets of expectation, then it is

possible to run role play in which individuals are given more elaborate instruction

about who they are supposed to be and what would like to happen.

In preparing a role play, teacher needs to create an imaginary situation close to

students’ background of knowledge, thus in the role play it must be a fictitious role;


19

what should the student act as. Furthermore, in doing the role play, students have to

use the appropriate expressions for their role or imaginary people based on the topic

given. In role plays, students are assigned roles and put into situations that they may

eventually meet outside the classroom. Since role plays imitate life, the range of

language functions that may be used increases considerably. They have to use

language that is appropriate to the situation and to the characters. Students usually

find role playing enjoyable, because they can explore themselves. However, this

activity may not be suitable for students who lack of self-confidence. They may find

it threatening at first and will be unable to produce the target language.

Cited from www.nclrc.org on How to Develop Speaking Ability with Role Play,

it suggested the teachers to consider these following tips.

Table 2.2. Table of Tips to Succeed with Role Plays (Keatley and Kennedy, 2003)

Tips to succeed with role plays: i. Prepare carefully: Introduce the activity by describing the situation and making

sure that all of the students understand it. ii. Set a goal or outcome: Be sure the students understand what the product of the role

play should be, whether a plan, a schedule, a group opinion, or some other product. iii. Use role cards: Give each student a card that describes the person or role to be

played. For lower-level students, the cards can include words or expressions that person might use.

iv. Brainstorm: Before you start the role play, have students brainstorm as a class predicts what vocabulary, grammar, and idiomatic expressions they might use.

v. Keep groups small: Less-confident students will feel more able to participate if they do not have to compete with many voices.

vi. Give students time to prepare: Let them work individually to outline their ideas and the language they will need to express them.

vii. Be present as a resource, not a monitor: Stay in communicative mode to answer students’ questions. Do not correct their pronunciation or grammar unless they specifically ask you about it.

viii. Allow students to work at their own levels: Each student has individual language skills, an individual approach to working in groups, and a specific role to play in the activity. Do not expect all students to contribute equally to the discussion, or to use every grammar point you have taught.

ix. Do topical follow-up: Have students report to the class on the outcome of their role plays.

x. Do linguistic follow-up: After the role play is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.


20

Based on the previous descriptions, the implementation of role play can be

considered as a good role play when the teacher has implemented the role play

through those steps above.

A. Theoretical Framework

This section discusses the students’ perceptions on the use of role play. Based on

the theory from Szilagyi and Wallace (1980:70), perception is defined as a process

by which individuals attend to incoming stimuli, organize, and then interpret such

stimuli into a message that in turn indicates an appropriate action or behavior.

Students’ perceptions on the use of role play technique in speaking class are

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

learning activities. Besides that, the techniques of teaching are also important to

facilitate the teaching-learning process. An appropriate technique would make a good

process.

Since there are a lot of techniques, the teachers should be wise in creating and

selecting those techniques. The researcher considers role play as a suitable technique

to learn speaking because role play fulfil the two principles in teaching speaking out

of five principles mentioned by Kathleen M. Bailey (2003). The first principle is role

plays give students practice both fluency and accuracy, and the second principle is

role plays provide opportunities for students to talk by using group work or pair work

and limit the teacher talk. As a summary, role play does not only give practice

fluency and accuracy but also provides opportunity for students to talk. In this case,

role play should be implemented correctly. To answer the first problem formulation,

this study employed the theory of a good role play stated by Albert P’Rayan. By

considering some tips to succeed with role play as suggested by Kaetley and


21

Kennedy (2003) and the features of a good role play proposed by Albert P’Rayan

(2007), it is hoped that role play can help the students to improve their speaking skill.

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, while the students perceive role play as a bad technique if they

have negative experience on it. In other words, it can be said that the students

perceive role play as a good or bad technique in learning speaking according to what

they have experienced.

Based on the theories of perception discussed in the theoretical descriptions

section, Gibson et al (1985:61) stated that there are some factors such as stereotype,

self-concept, selectivity, situation, need, and emotion that affect a person in

perceiving the stimuli to make perception. For example, if most students consider

that role play is a good technique to support learning, the students will set this in

their mind. Then, they will perceive role play positively. When a student knows that

he is afraid to speak, he realizes that he should not be afraid to speak, because he will

not get good mark. He needs role play that makes him motivated to speak. In the use

of role play, students will ignore it and give bad perception on it if those students do

not select the stimuli because they do not have any interest on it. If the students enjoy,

feel comfortable, and interested in using role play, they may have positive perception

on it. By having positive or good perceptions on the use of role play, the students

may be helped to have a better speaking practice. Recalling that each student has

different individual characteristics then, the result of students’ perception may be

different from one to the other. After knowing the students’ perceptions on the use of

role play in speaking class, lecturers can be helped in planning the better teaching-

learning activities.


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CHAPTER III

METHODOLOGY

This chapter discusses the method of the study and divides it into seven parts.

They are Method, Research Participants, Setting, Research Instruments, Data

Gathering Technique, Data Analysis Technique, and Research Procedure.

A. Method

The method of this study was a qualitative study. According to Ary, Jacobs, and

Razavieh (2002:421), qualitative research focuses on understanding social events

from the perspective of the human participant. The most common data collection

methods used in qualitative study are observation, interview and document analysis.

To be exact, this research was a survey research. Sprinthall R, Gregory S. and Lee S.

(1991:93) defined survey research is designed to gather information from samples by

using questionnaires or, sometimes, interviews. Survey research focused on a group’s

opinions, beliefs, attitudes and or characteristics. The advantage of using this type of

research is that substantial amounts of information can be collected in a relatively short

time.

The qualitative study is employed in order to answer the first problem, how does

the implementation of the role play technique reflect the features of a good role play.

In this case, the researcher conducted some observations. The researcher also

distributed questionnaires and conducted interviews of the purpose to answer the


23

second problem formulation, what the students’ perceptions on the use of role play in

speaking class are.

B. Research Participants

The research participants of the study were the students of Interactional Speech

classes in the English Education Study Program of Sanata Dharma University in the

academic year of 2007/2008. The researcher took 51 students of Interactional Speech

class A and E as the research participants. In this case, the researcher employed

purposive sampling because the focus of this research was the first semester students

who take Interactional Speech class and they use role play. As stated by Cohen,

Manion and Morrison (2000:103), purposive sampling belongs to non-probability

samples in which the researchers handpick the cases to be included in the sample on

the basis of their judgement of their typicality. The Interactional Speech class A and

E were chosen because they used role play technique as their teaching-learning

activity. The role play technique enabled the students to work in group and present

their play based on a certain topic. The researcher took those two classes out of six

Interactional Speech classes on account of their accessibility. Moreover, as a plus

point, those two classes were taught by the same lecturer.

C. Setting

This research was conducted in the odd semester in the Academic Year of

2007/2008 starting from October until November 2007. The setting of this study

was the Interactional Speech classes. Each class consisted of approximately 25 – 30

first semester students of English Language Education Study Program of Sanata

Dharma University.


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D. Research Instruments

In this study, the researcher used three kinds of instruments; they were

observation, questionnaire and interview.

1. Observation

Observation is the most basic method for obtaining data in qualitative research.

This observation is made to get a comprehensive picture of a situation. The

researcher used checklist to record the data collected in the observation. Ary et al

(2002:234) defined a checklist as the simplest device which presents a list of

behaviours that are to be observed. The researcher constructed 15 statements in this

observation by considering the theory of a good role play and tips to succeed with

role play. The researcher chose some points which related to the purpose to answer

the first problem formulation. The researcher observed the students’ activities during

the learning process by making a check sign (√) in the observation sheet whether

each behavior is present or absent. Through this instrument, the researcher was able

to record many things related to all of the aspects to be observed. Then, the result of

observation was used to compile the statements in the questionnaire.

The researcher divided the observation sheet into three main parts. The first part

(Part A) was the observed aspect during the learning process in class. The second

part or Part B was the students’ activities during the learning process. The third part

(Part C) was the further explanations about the learning process.

Table 3.1. Sample of the Observation Sheets

OBSERVATION SHEET Date: Class: Statements Yes No Notes 1. The students are ready in having

experience the learning process


25

2. Questionnaire

According to Ary et al (2002:566) questionnaire is an instrument in which

respondents provide written responses to questions or mark items that indicate their

responses. In this study, the questionnaires were distributed in order to obtain

information from the students about their perception after experiencing the role play.

According to Ary, et al (1979:175), there are two types of questionnaire. They are

structured, or closed type, and unstructured, or open type. The questionnaire used in

this research was a combination between open and closed forms. Singarimbun

(1989:178) defined this kind of questionnaire as a semi-open-ended questionnaire.

The open type items were used to get more information from the students because

they are permitted to answer freely and fully in their own ideas. On the other hand,

the closed type items were used to enable the respondents easy in filling the

questionnaires since the students only have to put a check sign (√) in the provided

space according to their opinions. The researcher compiled the questions based on

some theories of role play.

The questionnaire used for this study was consisted of 23 closed types, and 2

open types. The researcher divided the questionnaire into three parts. The first part

(Part A) consisted of the students’ identification, the second part (Part B) consisted

of the statements list and the third part (Part C) consisted of the students’ opinions.

The questionnaire was in the form of Likert scale. Ary et al (2002:224) stated that a

Likert scale assesses attitudes toward a topic by presenting a set of statements about

the topic and asking respondents to indicate whether they strongly agree, agree, are


26

undecided, disagree, or strongly disagree. This scale was used to measure students’

perception on the use of role play in speaking class. The perception measured

whether the respondents strongly agree (SA), agree (A), disagree (D), or strongly

disagree (SD) with the given statement. The researcher omitted the undecided option

in order to avoid misunderstanding because it did not contribute any responses.

Table 3.2. Sample of the Questionnaire Form

Sex: Class: NO STATEMENTS SA A D SD 1. You are interested in the use of role

play in speaking class.

Table 3.3. Questionnaire Blueprint

Question Indicator No. 1-8 The students’ perception of the use of role

play in learning speaking No. 9-12 The perception of a good role play No. 13-17 The perception of the role play

contributions No. 18-23 The students’ experiences in using role

play

3. Interview

The third instrument used in this study was interview. According to Ary et al

(2002:434), interview is used to gather data on subjects’ opinions, beliefs, and

feelings about the situation in their own words. This interview was used in order to

verify the result of the questionnaire. The researcher interviewed seven the students

and the results of the interview would be used in completing the data. The researcher


27

conducted the interview by using a tape recorder. The purpose of using a tape

recorder was to reduce the distraction and to make the data could be analyzed more

easily. As stated by Ary et al (2002:434), at least there were three advantages in

using interview. The first advantage is the interviews supply large volumes of in-

depth data rather quickly. The second, interviews provide insight on participants’

perspectives, the meaning of events for the people involved, information about the

site, and perhaps information on unanticipated issues. The last advantage is

interviews allow immediate follow-up and clarification of participants’ responses.

E. Data Gathering Technique

The data of this research was elicited by distributing questionnaires and

interviewing the students. Another technique used to collect data was direct

observation. The researcher conducted the observations twice for each class. It was

employed by observing the students during the teaching-learning process. In

conducting the observation, the researcher used check list to obtain the data. Then,

the researcher distributed the questionnaires. After distributing the questionnaire, the

researcher conducted the interview. The interview used to verify the data of the

students’ perceptions from the questionnaire. The questions added unintentionally

according to the situations.

F. Data Analysis Technique

The data derived from the observation and the interview was integrated and

displayed in descriptive forms, whereas the results of the questionnaire were


28

displayed in tables. In answering the first problem formulation, the researcher

analyzed the data from observations by comparing to the theory of a good role play.

Then, to answer the second problem formulation, the researcher distributed the

questionnaire to the 51 students of Interactional Speech class A and E. There were

four values of response to the statement on the questionnaire; 1 was for strongly

disagree (SD), 2 for disagree (D), 3 for agree (A), and 4 for strongly agree (SA).

After classifying the answer, the researcher counted the percentage of each response.

Then, the researcher counted the average of the result for each statement. The

average would determine the major response for each statement. The nature of this

research used both types of data, numbers and words. The presentation of numbers

was aimed at making the description data clearer. This research used Likert scale

because the statements given in the questionnaire were in the form of opinions.

Having gathered the questionnaires, the researcher analyzed them by recording all

the data in the table and discussed them based on the frequency. Then, the data was

described and summarized by using descriptive analysis, for example: the measured

central tendency. The central tendency was used because the function of survey study

was to find out the tendency of the respondents toward the statements presented.

The scores of the questionnaires were calculated using descriptive statistics to the

source of variance. The source of variance was consisted of four things, that were,

number of cases, mean, mode, and median. Modus was the score that occurs most

frequently in the set of scores. Median was the middle point occurs in the set of scores.


29

Mean or average point was the indicator of central tendency of the set of score. The

formula for getting the mean was:

X = ΣX

N

X = Mean

X = Raw score

Σ = The sum of score

N = Number of cases (number of respondents)

The frequency and central tendency could be recorded in a table as follow:

Table 3.4. Sample of Frequency and Central Tendency’s Table

Respondents’ opinions Central Tendency

N Mean Median Mode

Notes:

N = Number of cases (the number of respondents)

Mean = Mean (indicators of central tendency of the set of sources)

Median = Median (middle point that occurs in the set of scores)

Mode = Mode (score that occurs most frequently in the set of scores)

The average scores of the respondents reflected the kinds of perceptions on the

use of role play in learning speaking they had. The score which ranged from 1.00

until 2.49 was considered as the negative or bad perception on the use of role play in


30

learning speaking, while the score which ranged from 2.50 until 4.00 was considered

as the positive or good perception on the use of role play in learning speaking.

G. Research Procedure

This study was done through four steps. The first step was doing some

observation started from October 26, 2007. The second step was making and

distributing the questionnaire. It consisted of finding the relevant statements to

answer the problems. The respondents were asked to answer the statement related to

their experiences by putting a thick ( ) in the column. The researcher distributed the

questionnaire on Wednesday (November 14, 2007) and Friday (November 16, 2007).

However, before distributing the questionnaire, the researcher asked the lecturer’s

permission first. The third step was doing the interview. The interview was

conducted on Friday (November 24, 2007) and the researcher asked seven students to

be interviewed. The last step was analyzing the result of the observation,

questionnaire and the interview. After analyzing the data, the researcher obtained

information that can be used to answer the research problems based on the students’

perception.


31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter is divided into two main parts, they are: Research Findings and

Discussion. The Research Findings consist of data taken from the implementation of

role play in speaking class, and the data from students’ perceptions on the use of role

play in speaking class. Then, in the second part, the researcher presents the

discussion on the implementation of role play and the students’ perceptions on the

use of role play in speaking class.

A. Research Findings

1. The Implementation of Role Play

To answer the first research problem as stated in chapter I, the researcher

conducted some observations on Interactional Speech I class. In conducting the

observations, the researcher used check lists to gather data based on the theory of the

features of a good role play and tips to succeed with role play. By using this

instrument, the activities in the classrooms during the teaching-learning activity were

noted. Check lists were used to check the aspects of learning needed. The

observations were used to answer the first question, that is, how the implementation

of role play technique reflects the features of a good role play.

From the observations, the researcher found out that the quality of role play was

good. The implementations of role play was in accordance with the features of a

good role play and tips to succeed with role play which stated that role play should


32

be based on a familiar situation, allows the students to speak naturally, and develops

the students’ creativity. The type of role play which used in this class was Simple

Role Play. The researcher found the fact that the role play was conducted by

performing a drama that the students had prepared before. In this condition, the

lecturer gave the instruction to make a group of seven students at the most to choose

the topic that they had to perform in the next meeting. The students were also asked

to make their own script, properties, and all supporting equipment. Sometimes, the

lecturer gave a certain topic and also let the students choose their own topic

independently. However, each group could not have the same topic to be performed.

From this observation, the researcher also invented that the students enjoyed learning

speaking through role play. The students could feel free to interact with their friends.

They were also very creative to perform their play by making some properties,

scripts, and sound effects even though they still mixed the language between

Javanese and English. Sometimes when they found difficulty in finding certain

English words for their conversation, automatically they substituted it with Javanese

or Indonesian words.

1. Students’ Perceptions on Role Play

The description of data from questionnaire indicated that the students of

Interactional Speech class were interested in using role play. Almost all of the

respondents (98.1%) elected “Strongly Agree” and “Agree”. The students considered

role play as an interesting technique in their class. They enjoyed learning speaking

through role play although it was new for them. The role play challenged the students


33

because it trained them to speak English in every meeting they had. More than a half

of the total respondents (66.7%) chose “Strongly Agree” and “Agree” to the

statement number seven (You feel confident in presenting the play). However, some

of them (33.3%), 17 respondents, did not feel confident in presenting the play so that

they were not able to present the material very well. The students still felt shy or

nervous to speak in front of the class.

According to Albert P’Rayan in “Role play games in English class”, the

students’ creativity could be developed through role play that allowed them to use

their imagination so that they could create a fun play. As the data from questionnaire

in this research, twenty eight respondents (54.9%) chose “Strongly Agree” and

twenty three respondents (45.1%) chose “Agree” as their answer. In the other words,

it was proven that all of the respondents (100%) believed that role play could

develop their creativity. This fact indicated that none of them chose “Strongly

Disagree” or “Disagree” options against this statement.

As stated by Paulstan and Bruder (1976:70), role plays are exercises where the


behaviour toward the other role character in the exercise. Then, the students were

helped to practise speaking and learn the language. From the total respondents, one

respondent (1.9%) disagreed that the role play gave them more experiences. This

data showed that there were 50 respondents (98.1%) got new experience through role

play.

The students considered role play as a beneficial thing for them and they also

believed that role play was effective to help them in learning speaking. The students


34

felt motivated to learn speaking through role play. It was shown by the data that

90.3% of the respondents (46 students) agreed on the statement that the students

were motivated to speak because of the use of role play. They also believed that they

could speak more actively (92.2%).

Some of the total respondents (80.4%) also agreed that their progress in learning

speaking by using role play was better than before. It was probably because of the

benefits they got through role play technique. Moreover, the students believed that

their speaking skills were also improved. There were 46 respondents (90.2%) of the

total respondents who agreed that through role play they could improve not only their

speaking fluency but also their speaking accuracy. It was supported by the data that

38 respondents (74.5%) felt that their speaking accuracy was improved through role

play.

The data also showed that the respondents learned some new expressions or

vocabulary used in role play. They could understand the meanings of the vocabulary.

It was important for the students to understand the meaning because in learning

speaking the students had to know the meaning of each word spoken. As a result,

when the students took part in the conversation of the play they conducted, they

could speak up easily to express their role.

From the additional data obtained, most of the respondents also gave their

opinions on how to make a good role play. They suggested that the players should

have a lot of practice, be well-prepared and more serious so that the role play they

played could give them a lot of benefits such as improving their speaking skill and

getting an opportunity to learn new expressions and vocabulary.


35

The same as the result from questionnaire, the central tendency showed that the

mean score of the respondents was three point eleven (3.11). To count the mean

score, the researcher counted the average score from all of the respondents and then

divided the score by the total number of the respondents. For the median score, the

result was 3.00. Furthermore, the mode was 3.00 and there were 13 respondents

whose mean score was 3.00. Besides counting the average score of each respondent,

the researcher also counted the average score based on the questions categories. As

stated in the questionnaire blueprint, there were four categories in this questionnaire.

The first one category was based on the students’ perceptions of the use of role play

in learning speaking. The second one was based on the students’ perceptions of a

good role play. The third one was based on the students’ perceptions on the role play

contributions toward the students’ speaking ability. And the last one was based on

the students’ experiences on the use of role play in speaking class as the player.

B. Discussion

1. The Implementation of Role Play

In the Interactional Speech class, the role plays were conducted by performing

some stories that the students had prepared before. The students might make the

stories based on their imagination or adapt the stories from movies or fairy tales. The

group consisted of seven students at the most and usually the students could make a

group on their own. Besides making their own stories, the students also had to

provide their group with some properties which were suitable for their story.


36

At a glance, the students’ performances were good. They could entertain the

audience by making some improvisations. However, if we paid more attention to

their performances then we knew that there were some mistakes. Commonly, their

mistakes were on grammar and pronunciation. After the students had performed their

play, the lecturer gave a few comments on the students’ performances as a feedback.

By knowing their mistakes, it was hoped that the students could make their next

performance better.

Reviewing the features of a good role play and tips to succeed with role play in

chapter II, the implementation of role play in Interactional Speech class was

considered good. Before the students performing the role play, the lecturer stated the

goal and gave clear instructions about the role play. Since the students were assigned

to think about the play a week before, it was assumed that the script and property

were already prepared. However, the weakness was laid on the number of the

group’s member. The theory said that the group’s member should be in small number

or three members as the maximum but on the contrary, the fact showed that each

group consisted of seven members.

2. Perceptions on Role Play

From the 23 questions listed in the questionnaire, there were 4 categories as

stated in the questionnaire blueprint. The researcher counted the average score of

each category based on the chosen options. Most of the respondents had good

perceptions on the use of role play. It was shown from the most majority options

were “Strongly Agree” and “Agree”.


37

0,5%

65,9%

22,1% 11,5%1

2

3

4

To be detailed, the researcher presented the result of the average score. The first

category was based on the students’ perceptions on the use of role play in learning

speaking.

Figure 4.1. Students’ Perceptions on the Use of Role Play in Learning Speaking.

The figure 4.1 described that most of the respondents had good perceptions on

the use of role play in learning speaking. It was shown by the part number 3 that

specified 34 respondents (65.9%) chose “Agree” and 12 respondents (22.1%) chose

“Strongly Agree” option (number 4). As a conclusion, there were only a small

number of respondents who had negative perceptions on the use of role play in

learning speaking. As much as 6 respondents (11.5%) chose “Disagree” and only 1

respondent (0.5%) chose “Strongly Disagree”. It was proved by number 2 and

number 1. This category consisted of eight questions.

The second category was about the students’ perceptions on a good role play. In

this category, the respondents agreed the criteria of a good role play said by Albert

P’Rayan in his article titled “Role play games in English class”, which stated that a

good role play should be based on a familiar situation, gives extensive speaking


38

59,3%

37,8%0%

2,9%

1

2

3

4

practice to the participants, allows students to speak naturally, and develops the

participants’ creativity

.

Figure 4.2. The Students’ Perceptions on a Good Role Play

Similar to the previous descriptions, this category which consisted of four

questions also had positive responses from the respondents. The examples of the

statement were: Role play should be conducted based on a familiar situation, Role

play gives extensive speaking practice, Role play allows students to speak naturally,

and Role play develops the students’ creativity. Number 4 “Strongly Agree” option

and number 3 “Agree” option were chosen by almost all of the respondents. As much

as 20 respondents (37.8%) chose “Strongly Agree” and 31 respondents (59.3%)

chose “Agree” in this category. This data showed that most of the respondents agreed

to statement of a good role play. It showed that they had a good perception of a good

role play. Meanwhile, there were 2 respondents (2.9%) who disagreed to this

category.

The third category was based on the students’ perceptions on the role play

contributions. This category consisted of five questions.


39

11,5%

68,7%

19,8%0%

1

2

3

4

Figure 4.3. The Perceptions on the Role Play Contributions

The figure 4.3 showed that most of the respondents believed role plays

contribute beneficial effects to them in learning speaking. The data revealed that

there were some advantages brought by the role play. Here, the students believed that

role play was beneficial for them. There were 35respondents (68.7%) chose “Agree”

(number 3) and 11 respondents (19.8%) chose “Strongly Agree” (number 4) to this

category. And the rest of the respondents (11.5%), 6 students, chose number 2

“Disagree” and none of them chose number 1 “Strongly Disagree” (0%).

The first advantage was that role play helped them to practice their speaking

ability more often and deeply. It could be probably due to that there were many

aspects could be increased through role play such as, grammar, pronunciation, and

vocabulary. Besides that through role play, they could also give some expressions to

each sentence they spoke. It was supported by the questions from the questionnaire

number 20 up to 23. The majority of them had the similar opinion or agreed to each

statement. The second was the mentality aspect. Through role play they could

develop their mental so that they did not feel afraid to speak in front of people. It was

supported by questions number 9, 16, and 17.

For question number 9, as much as 36 respondents (94.1%) agreed to this

statement. Whereas for question number 16, From 51 respondents, there were 5


40

0% 22,1%

58,8%

19,1%1

2

3

4

respondents (10%) chose “disagree”, 37 respondents (72%) chose “agree”, and 9

respondents (18%) chose “strongly agree”. It specified that most of the respondents

felt motivated to speak by using role play. Furthermore, in the questionnaire result of

number 17, showed that 12 respondents (24%) chose “strongly agree”, 29

respondents (56%) chose “agree”. It was concluded that the majority of the

respondents believed that role play could help them to have a better progress learning

by reinforcing the students’ self confidence.

Moreover, the third advantage was that the role play could give them enough

space to develop their creativity. They could do some improvisations when they

forgot the part of the dialogue that they had to speak up. They also could make their

own properties to support their performance in playing their role so it can attract the

audience to pay attention during the play. It was supported by the data showed in the

result of questionnaire number 15. There were 100% from the respondent answered

that role play developed their creativity. It showed that they were not forced to do

this kind of activity. As soon as the students accepted this technique, they could do

the best of them because they perceived the role play as an interesting and exciting

technique in learning speaking.

Figure 4.4. Students’ Experiences in Using Role Play


41

For the last category, more than 50% respondents chose “Agree” to each

statement on this category. It was shown by number 3 that indicates “Agree” option,

there were 30 respondents (58.8%). However, none of the respondents (0%) chose

“Strongly Disagree” option (number 1). Furthermore, number 2 indicated “Disagree”

option which was chosen by 12 respondents (22.1%). And the last option was

“Strongly Agree” (number 4) with 10 respondents (19.1%). For additional

information, there were four questions in this category.

From the result of questionnaire, the answers were also divided into two types of

groups. One group had a good or positive perception which had average score in

range 2.50 up to 4.00, and the rest was a group that had a bad or negative perception

which had average score in range 1.00 up to 2.49. First of all, the researcher

categorized the data based on the indicator stated in questionnaire blueprint. After

that, the researcher makes the data tabulation to make the calculation easier. Then,

from the calculated data, the researcher found out that all of the respondents had

good or positive perception on the use of role play in their speaking class. It was

supported by the data that showed the minimum score was 2.50 and the maximum

score was 3.70. The central tendency data showed that the most frequent score was

3.00, and the number of this group was 13 respondents.

The students who had good perception on the use of role play in speaking class

were able to enjoy doing the play. Moreover, by doing the play, they felt that it gave

them benefits to practice their speaking skill to make improvement in their learning.

The students also interpreted role play as a good, interesting, and exciting learning

technique.


42

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents two parts, namely conclusions and suggestions. The first

part deals with the conclusions of the research. The second part deals with the

suggestions for the students, lecturers, and next researchers.

A. Conclusions As stated in chapter I, this study was aimed at understanding the process of role

play technique in learning speaking and finding out the students’ perceptions on the

use of role play technique in speaking class. From the observations, the researcher

found out that the quality of the role play implementation was good. The

implementations of role play technique was in accordance with the features of a good

role play and tips to succeed with role play which stated that role play should be

based on a familiar situation, allows the students to speak naturally, and develops the

students’ creativity. The type of role play which used in this class was Simple Role

Play. The students were asked to perform the role play which they had prepared

before. The topic of role play was decided either by the lecturer or by the students.

However, each group could not have the same topic. Besides that, the students were

also asked to make their own script and property. Obviously, the students’ creativity

was truly needed. It was also found that students enjoyed their learning technique.

Although, sometimes they had difficulty in the language such as in the pronunciation

and word choice but they could still perform their play well. The only weakness was

in the number of group’s member. The number of group’s member was too big.


43

The results of questionnaire and interview which were used to answer the second

research problem showed that all of the students’ perceptions on the use of role play

technique in speaking class were good or positive. It means that 51 students had 2.50

until 4.00 range score. In the first category that based on the students’ perceptions of

the use of role play technique in learning speaking, as much as 45students (88%) had

good perceptions by selecting “Agree” and “Strongly Agree” option in this category.

The second category which was about the students’ perceptions on a good role play,

gained some positive responses from the students. There were 49 students (97,1%)

who agreed with the criteria of a good role play proposed in this category. Then, for

the category which asked the students’ perceptions of the role play contributions, the

result showed that most of the students (88,5%) agreed that role play had some

contributions to help them in learning speaking. Moreover, the last category which

consisted of statements based on the students’ experiences in doing the role play also

showed that 40 students (77,9%) had good perceptions on it.

As seen on the result of the questionnaire, it could be concluded that the

majority of the respondents had positive perceptions on each category of the

statements in the questionnaire. The students also enjoyed having role play as the

technique. They could get some benefits through this technique such as improving

the students’ self-confidence to speak in front of public and expressing their own

ideas. Whereas from the interview, the researcher concluded that the role play

technique helped the students to improve their speaking abilities so that they could

speak more naturally and practice more to speak up in the target language. The


44

students also interpreted role play as a good, interesting and exciting learning

technique.

Overall, the students’ perceptions on the use of role play technique in speaking

class were good. It was proved by the average score of each respondent that was

around 2.50 until 3.70. Those scores were included to the positive or good perception

classification.

A. Suggestions

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

suggestions:

1. The lecturers of Interactional Speech class

Although the students already have positive or good perceptions on the use of

role play technique in speaking class, it is better if the lecturers give clearer

instructions and be strict in deciding the group. The lecturers should minimize the

group size and select the members by his authority so that the students will not have

the same group all the time. It is intended to build the students’ confidence and avoid

the students’ tending to make closed group that can distract the learning process. The

lecturers should also improve the theme of the role play or facilitate an outdoor

activity to avoid the monotonous situation.

2. The students of the Interactional Speech class

The students who join Interactional Speech class believed that role play

technique could give them a lot of advantages. Through this research, the students


45

were asked to give their opinions based on the listed statements. Generally, their

perceptions were positive. Through role play, the students could improve their

speaking ability and motivate them to speak more. They may practice the role play

more often to make themselves familiar with the process and situation.

By knowing the role play contributions for them, the researcher suggests that the

students should pay more attention to the pronunciation in their role play

performances so that audience can understand the conversation clearly.

3. Next researchers

The researcher realizes that due to the limited time, this research is far from

perfect. However, it is better to have more preparation and respondents to enrich the

results if one day there is a research on the similar topic. The next researchers should

add more aspects of the role play technique and be more detailed.


46

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Champbell, J., Smith, D., Boulton Lewis, G., Brownlee, J, Burnett, P.C.,

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Organization. Texas: Bussiness Publications, Inc. Golebiowska, Aleksandra. 1990. Getting Students to Talk. London: Prentice-Hall. Hua, Lee Boon. 1987. Role Play and Simulation. Malaysian English Teaching

Association Volume XVI, 12, pp.36-52. Huffman, K., Vernoy. M., Vernoy J. 1997. Psychology in Action. 4th Edition.

Canada: John Wiley & Sons, Inc.


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Nunan, David. 2003. Practical English language Teaching. New York: McGraw-Hill Companies.

P’Rayan, Albert. 2007. Role play games in English class.

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49

APPENDIX A OBSERVATION SHEET

Meeting: Date : 26 October 2007 Class :

No Statement Yes No Notes

1 The students are ready in experiencing the learning process

√ Made their own

properties 2 The students pay attention to the lecturer’s

explanations/instructions √

3 The students respond to the activity enthusiastically

√

4 The lecturer corrects the students’ pronunciation and grammar mistakes.

√

5 The group is small √

6 The students are willing to be cooperative in the activity

√

7 The students ask questions in English √ Not always

8 The students answer the questions in English √ Not always

9 The students are cooperative in preparing the role play

√

10 The students are eager to speak in English during the activity

√

11 The students are creative in doing the role play √

12 The students speak English actively in class √ Mix the language

13 The students are confident in performing the play √

14 The quality of the conversation is understandable √

15 The students’ ability to improvise the role play is good

√


50

APPENDIX B

QUESTIONNAIRE

Dear friends, This questionnaire is aimed at finding out the students’ perceptions on the use of role play technique in Speaking class. Read the statements carefully and give your response on each statement by putting a tick mark (√) in the column which corresponds to the degree of agreement listed (SA: Strongly Agree, A: Agree, D: Disagree, SD: Strongly Disagree). Please state your perceptions based on your own feeling, attitude, and experience.

Class: St. Number: No. Statements SA A D SD1. You are interested in the use of role play in speaking class 2. You enjoy having role play 3. You agree that role play is an effective technique to learn speaking 4. The material in your class is suitable to be taught through role play 5. You feel challenged to speak when your class conducts the role play 6. You feel satisfied in using role play 7. You feel confident in presenting the play 8. You are able to present the material very well in your play 9. Role play should be conducted based on a familiar situation 10. Role play gives extensive speaking practice to the students 11. Role play allows students to speak naturally 12. Role play develops the students’ creativity 13. You get more experience through role play 14. Through role play, you can be more active to speak


51

15. You are more motivated to speak by using role play 16. You believe that you can get a better progress in learning by having role

play

17. You can have more practice to speak when using role play 18. You pay attention when your friends perform their play 19. You learn some new expressions used in your friends’ play 20. Your speaking fluency has improved through role play 21. Your speaking accuracy has improved through role play 22. You can have pronunciation practice fluency through role play 23. You always prepare the play very well when you act as the player

Write down your answer!

1. In your opinion, what is the feature of a good role play?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

2. What is your suggestion to improve the performance of role play?

…………………………………………………………………………………………………………………………………………………………………...

.........................................................................................................................................................................

THANK YOU VERY MUCH FOR YOUR COOPERATION


52

APPENDIX C INTERVIEW

1. Bagaimana pendapat siswa terhadap penggunaan role play?

Jawab: Bagus untuk mengekspresikan bakat sandiwara drama, menunjang

kegiatan speaking, sarana kreatifitas, latihan mental, mengembangkan

kemampuan, dan latihan pronunciation.

2. Dalam hal apa role play melatih skill speaking siswa?

Jawab: Untuk penguasaan karakteristik peran, melatih kelancaran, melatih

keberanian, melancarkan conversation, melatih ekspresi, melatih fluency dan

pronunciation.

3. Selain role play, teknik apa lagi yang siswa harapkan dalam pembelajaran?

Jawab: Praktek conversation dengan orang asing.

4. Kesusahan apa yang sering siswa temui dalam menggunakan role play?

Jawab: Pronunciation, pemilihan kata, menghafalkan script, dan sering malu.

5. Saran-saran untuk role play selanjutnya?

Jawab: Bisa dipentaskan diluar ruang kelas, lebih melatih pronunciation, dan

script sudah disediakan.


53

APPENDIX D DATA FROM QUESTIONNAIRE

No Statements SA A D SD 1. You are interested in the use of role

play in Speaking class 19

(37.3%) 31

(60.8%) 1

(1.9%) -

2. You enjoy having role play 11 (21.6%)

39 (76.5%)

1 (1.9%)

-

3. You agree that role play is an effective technique to learn speaking

17 (33.3%)

29 (56.9%)

5 (9.8%)

-

4. The material in your class is suitable to be taught through role play

8 (15.7%)

34 (66.6%)

9 (17.7%)

-

5. You feel challenged to speak when your class conducts role play

12 (23.5%)

36 (70.6%)

3 (5.9%)

-

6. You feel satisfied in using role play 5 (9.8%)

39 (76.5%)

6 (11.8%)

1 (1.9%)

7. You feel confident in presenting the play

7 (13.8%)

27 (52.9%)

16 (31.4%)

1 (1.9%)

8. You are able to present the material very well in your play

5 (9.8%)

22 (43.1%)

24 (47.1%)

-

9. Role play should be conducted based on a familiar situation

16 (31.4%)

33 (64.7%)

2 (3.9%)

-

10. Role play gives extensive speaking practice to the player

11 (21.6%)

39 (76.5%)

1 (1.9%)

-

11. Role play allows students to speak naturally

22 (43.1%)

26 (51%)

3 (5.9%)

-

12. Role play develops the students’ creativity

28 (54.9%)

23 (45.1%)

- -

13. You get more experience through role play

15 (29.4%)

35 (68.7%)

1 (1.9%)

-

14. Through role play, you can be more active to speak

14 (27.5%)

33 (64.7%)

4 (7.8%)

-

15. You are more motivated to speak by using role play

9 (17.7%)

37 (72.6%)

5 (9.8%)

-

16. You believe that you can get a better progress in learning by having role play

12 (23.5%)

29 (56.9%)

10 (19.6%)

-

17. You can have more practice to speak when using role play

10 (19.6%)

40 (78.5%)

1 (1.9%)

-

18. You pay attention when your friends perform their play

13 (25.6%)

34 (66.6%)

4 (7.8%)

-


54

19. You learn some new expressions used in your friends' play

21 (41.2%)

28 (54.9%)

2 (3.9%)

-

20. Your speaking fluency has improved through role play you play

5 (9.8%)

41 (80.4%)

5 (9.8%)

-

21. Your speaking accuracy has improved through role play you play

1 (1.9%)

37 (72.6%)

13 (25.5%)

-

22. Your can have pronunciation practice through role play you play

9 (17.7%)

35 (68.6%)

7 (13.7%)

-

23. You always prepare the play very well when you act as the player

6 (11.8%)

29 (56.8%)

16 (31.4%)

-


55

APPENDIX EDATA TABULATION

3 4 3 3 3 4 3 3 4 3 4 3 32 3 3 3 3 3 3 3 3 3 3 3 34 3 3 3 3 4 4 4 4 3 3 3 32 3 3 3 4 3 3 3 3 3 2 3 32 2 3 3 3 3 3 3 4 3 3 3 42 3 3 3 3 3 3 3 3 3 3 3 41 2 3 3 2 3 4 2 4 3 2 2 21 3 2 2 3 3 3 2 3 2 2 2 23 4 3 4 4 3 4 3 3 3 4 4 33 3 3 4 4 3 4 3 4 3 3 3 33 3 2 4 3 3 4 4 3 3 3 3 43 4 3 4 4 3 3 4 4 3 4 3 43 3 3 3 3 3 2 3 3 3 4 3 43 3 3 4 3 2 3 4 3 3 3 3 42 2 3 3 3 3 3 3 4 3 3 3 22 3 3 3 3 3 3 3 4 3 3 3 43 3 3 3 3 3 2 3 3 3 3 3 43 3 3 3 4 2 3 3 4 3 3 3 33 4 3 3 4 3 2 4 4 3 3 4 32 3 3 3 3 3 2 3 3 3 3 3 22 3 3 3 3 3 2 3 3 2 2 3 23 2 3 3 3 2 3 4 3 3 2 3 32 3 2 3 3 4 2 3 3 2 4 2 3

2,478261 3 2,869565 3,173913 3,217391 3 2,956522 3,173913 3,434783 2,869565 3 2,956522 3,130435


56

3 4 4 3 3 4 4 4 2 43 4 3 3 3 3 4 4 3 33 3 4 3 3 3 3 4 2 44 3 2 2 3 3 3 4 3 33 3 3 3 3 3 3 4 3 43 3 2 3 3 3 3 4 3 33 3 3 3 2 3 3 4 2 32 3 3 2 2 3 3 4 2 33 4 4 3 4 3 3 4 3 33 4 3 3 3 3 3 3 3 34 4 3 3 4 3 3 3 4 44 4 4 3 4 4 3 4 4 43 3 4 3 3 4 3 3 4 44 4 3 3 3 3 3 4 3 43 4 3 3 4 3 3 3 3 43 4 3 2 3 3 2 3 2 44 3 3 3 3 3 3 4 3 43 3 4 3 2 3 3 3 3 33 4 2 3 3 3 3 4 3 33 3 3 3 3 3 3 3 3 33 3 2 3 3 3 3 3 2 33 4 2 3 3 3 3 4 3 33 3 3 2 3 3 2 4 2 3

3,173913 3,478261 3,043478 2,826087 3,043478 3,130435 3 3,652174 2,826087 3,434783


57

4 4 3 3 3 3 4 3 3 3 3 33 3 3 3 3 3 3 3 3 3 2 33 3 3 3 4 3 2 3 3 2 3 43 2 3 3 3 3 3 3 2 2 2 33 4 2 3 3 3 3 3 3 4 3 33 3 3 3 2 3 3 3 3 3 2 34 3 3 2 2 3 3 2 2 3 2 34 2 3 2 2 3 3 2 2 2 2 43 3 3 3 3 3 3 3 4 3 3 33 2 3 3 3 3 4 3 3 3 3 43 4 3 3 4 3 4 3 3 3 3 44 4 3 3 3 3 3 4 4 3 3 34 3 3 3 3 3 3 4 3 3 3 44 3 3 3 2 3 3 4 3 3 3 33 3 3 3 3 3 3 3 3 3 3 33 2 3 3 2 3 4 2 3 2 3 23 3 3 3 3 3 4 3 3 3 3 33 3 3 3 2 3 3 3 4 4 3 43 3 3 3 3 4 4 4 4 3 3 34 3 3 3 3 3 4 3 3 3 3 33 2 3 2 3 3 3 3 3 3 3 33 2 3 3 3 3 4 3 4 3 2 33 2 2 3 2 3 3 2 2 3 2 4

3,304348 2,869565 2,913043 2,869565 2,782609 3,043478 3,304348 3 3,043478 2,913043 2,695652 3,26087


58

3 3 3 4 3 4 4 3 3 4 4 43 3 3 4 3 3 4 4 4 4 4 44 3 2 4 3 4 4 3 3 4 4 44 3 3 4 3 3 4 3 3 3 4 44 3 3 3 3 3 4 4 4 3 3 43 3 2 3 3 3 4 3 3 3 4 42 3 3 3 2 2 3 2 3 4 3 32 2 2 3 2 3 3 2 2 4 3 34 3 3 3 3 4 3 3 4 3 4 44 3 3 3 3 4 3 4 3 3 3 34 4 4 3 3 2 4 4 4 4 4 44 4 3 3 4 4 4 4 3 4 4 44 3 3 3 4 3 4 3 3 4 4 44 3 2 3 4 4 3 3 3 4 3 44 3 2 3 4 3 3 3 3 4 4 44 3 3 3 4 4 4 3 2 4 4 34 4 3 3 4 3 3 3 3 4 3 33 4 3 3 3 3 4 3 3 4 4 44 4 3 3 4 4 3 3 4 4 4 44 3 3 3 4 3 3 3 3 4 3 32 3 3 3 4 3 3 2 3 3 3 34 4 3 3 4 3 3 3 3 4 3 33 4 2 3 3 3 3 3 3 3 3 3

3,521739 3,26087 2,782609 3,173913 3,347826 3,26087 3,478261 3,086957 3,130435 3,695652 3,565217 3,608696


59

3 3 3 33 4 3 33 3 3 32 3 2 33 3 3 33 3 2 33 3 4 32 3 3 42 3 2 33 3 3 43 3 2 33 3 3 33 3 3 33 3 2 33 3 2 33 3 3 43 3 3 42 4 3 43 4 3 43 2 2 33 2 2 33 3 2 32 3 3 4

2,782609 3,043478 2,652174 3,304348


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APPENDIX F CENTRAL TENDENCY DISTRIBUTION

No. Questionnaire Scores

N Mean Median Mode 1. 51 3.35 3.0 3.0 2. 51 3.18 3.0 3.0 3. 51 3.25 3.0 3.0 4. 51 2.96 3.0 3.0 5. 51 3.16 2.0 3.0 6. 51 2.98 3.0 3.0 7. 51 2.75 3.0 3.0 8. 51 2.57 3.0 2.0 9. 51 3.27 3.0 3.0 10. 51 3.20 3.0 3.0 11. 51 3.37 3.0 3.0 12. 51 3.55 3.0 4.0 13. 51 3.27 3.0 3.0 14. 51 3.20 3.0 3.0 15. 51 3.08 3.0 3.0 16. 51 3.04 3.0 3.0 17. 51 3.18 3.0 3.0 18. 51 3.18 3.0 3.0 19. 51 3.37 3.0 3.0 20. 51 3.00 3.0 3.0 21. 51 2.78 3.0 3.0 22. 51 3.04 3.0 3.0 23. 51 2.80 2.0 3.0


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APPENDIX G CHARTS OF QUESTIONNAIRE


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