THE IMPLEMENTATION ROLE-PLAY IN STUDENTS' SPEAKING PRACTICED AT ELEVENTH GRADE OF SMAN TULAKAN IN THE ACADEMIC YEAR OF 2021/2022
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Institusion
STKIP PGRI Pacitan
Author
MARIYAM, SITI
Subject
L Education (General)
Datestamp
2022-11-23 03:18:12
Abstract :
This study aims to describe: (1) the implementation of role-play in students' speaking practice; (2) students' perceptions of the implementation of role-play in speaking practice; (3) the advantages and disadvantages of implementing a role-playing strategy. The subjects of this study consisted of one English teacher and 21 students of class XI MIPA 2. The purpose of the study was to describe the process of implementing the role played in speaking practice. Students' perspectives on its application and the advantages and disadvantages of role-play strategies. This research used qualitative research with a descriptive method. The research instruments were a questionnaire, observation sheet, and interview guidelines. The process used three data analysis techniques: data reduction, display, and verification. Researchers also distributed a questionnaire to determine student responses to learned English before practicing speaking using role-play strategies. The results showed that: (1) the implementation of role-play was carried out in the form of class groups. The teacher divided into seven groups, and students made role-play scenarios according to each group's creativity; (2) teachers and students had a positive perception of the role-play. There were four indicators that students achieve in the application of role play, including increased innovation and creativity, learned motivation, self-confidence, and courage in speaking; (3) in the application of role-playing here were advantages, namely: increasing interest in learned, increasing students' enthusiasm in speaking, and practicing critical thinking skills. While the drawback of implementing the role-play strategy was that it took a lot of time to carry out the role-play process. Keyword: Speaking, Implementation, Role Play
This study aims to describe: (1) the implementation of role-play in students' speaking practice; (2) students' perceptions of the implementation of role-play in speaking practice; (3) the advantages and disadvantages of implementing a role-playing strategy. The subjects of this study consisted of one English teacher and 21 students of class XI MIPA 2. The purpose of the study was to describe the process of implementing the role played in speaking practice. Students' perspectives on its application and the advantages and disadvantages of role-play strategies. This research used qualitative research with a descriptive method. The research instruments were a questionnaire, observation sheet, and interview guidelines. The process used three data analysis techniques: data reduction, display, and verification. Researchers also distributed a questionnaire to determine student responses to learned English before practicing speaking using role-play strategies. The results showed that: (1) the implementation of role-play was carried out in the form of class groups. The teacher divided into seven groups, and students made role-play scenarios according to each group's creativity; (2) teachers and students had a positive perception of the role-play. There were four indicators that students achieve in the application of role play, including increased innovation and creativity, learned motivation, self-confidence, and courage in speaking; (3) in the application of role-playing here were advantages, namely: increasing interest in learned, increasing students' enthusiasm in speaking, and practicing critical thinking skills. While the drawback of implementing the role-play strategy was that it took a lot of time to carry out the role-play process. Keyword: Speaking, Implementation, Role Play
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