| dc.contributor.advisor | ARFIANDANI, PUPUT | |
| dc.contributor.author | ANDANI, RESTI | |
| dc.date.accessioned | 2020-01-22T01:12:21Z | |
| dc.date.available | 2020-01-22T01:12:21Z | |
| dc.date.issued | 2019-07-19 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/31224 | |
| dc.description | Role-play is one of the most frequently used teaching techniques that the
teachers can use to teach English language for the students. This study
investigates teachers‟ perception in implementing role-play in order to know their
reasons to use role-play in their class, especially their perception about the
benefits and the problem of implementing role-play. This research use qualitative
research design. The researcher obtained the data by interviewing three
participants for with two criteria. All participants are English Language Education
Department teachers of one of the private university that had been teaching for
minimum five years, and had been using role-play as one of the technique to
teach English in the classroom. Based on the data analysis from the three
participants, the researcher found six benefits of implementing role-play in the
class-room. Those are Used as a media to teach integrating topic, Used as a media
for teachers‟ evaluation and reflection and for the tecaher and, motivating the
students, training students‟ creativity, improving student‟s confidence, improve
students‟ Speaking skill for the student. The researcher also found three problems
in implementing role-play in the classroom. Those are time management of
implementing role-play, group monitoring, and grouping. In conclusion, despite
the entire problem that is found, role-play still have a lot of benfit. | en_US |
| dc.description.abstract | Role-play is one of the most frequently used teaching techniques that the
teachers can use to teach English language for the students. This study
investigates teachers‟ perception in implementing role-play in order to know their
reasons to use role-play in their class, especially their perception about the
benefits and the problem of implementing role-play. This research use qualitative
research design. The researcher obtained the data by interviewing three
participants for with two criteria. All participants are English Language Education
Department teachers of one of the private university that had been teaching for
minimum five years, and had been using role-play as one of the technique to
teach English in the classroom. Based on the data analysis from the three
participants, the researcher found six benefits of implementing role-play in the
class-room. Those are Used as a media to teach integrating topic, Used as a media
for teachers‟ evaluation and reflection and for the tecaher and, motivating the
students, training students‟ creativity, improving student‟s confidence, improve
students‟ Speaking skill for the student. The researcher also found three problems
in implementing role-play in the classroom. Those are time management of
implementing role-play, group monitoring, and grouping. In conclusion, despite
the entire problem that is found, role-play still have a lot of benfit. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | FAKULTAS PENDIDIKAN BAHASA UNIVERSITAS MUHAMMADIYAH YOGYAKARTA | en_US |
| dc.subject | Role-play, Teacher perception, Benefits of role-play, Problems of role-play | en_US |
| dc.title | Teacher’s Perception on the Implementation of Role-play in the Classroom | en_US |
| dc.type | Thesis SKR FPB 202 | en_US |
