1.

Rationale
According to some researches, the quality of English learning in the provinces of
Mekong delta school is low. Typically, in Thanh An High School( Vinh Thanh district, Can Tho
city), there are about 90% students after graduating from high school can not communicate even
simple sentences. For example, asking for directions or introducing about them. In contrast,
Nguyen Vinh Phat, a student in Luong The Vinh secondary, can speak English well. One of the
main reasons of these differences is teaching method. I find that most of English teachers in
Thanh An high school still keep teaching the traditional ways. They only focus on grammar and
vocabulary, assign the exercises and give the direction to class. Therefore, the students do not
have chances to practice English and use the vocabulary except some dialogues in each lesson
of textbooks. So the creativity and thought of the students are less and less. That is the reason
why they feel confuse and difficult to face the real life situation. I find this situation happens in
my village and I decide to do research on this topic. After the research, I really expect that this
method would offer as a necessary activity in English class in all high schools in Viet Nam.
2.Research aim.
The basic purpose of this topic is to consider whether using role-plays in English class
develop tenth grade student’s communicative ability. In process, I will address the following
questions in the research:
Does using role-plays in English class develop tenth-grade students’ communicative
ability? If so, what extent?
3Literature review
Definition:
Role-play
Although the concept of role-play is not new, scholars have not found the agreement on the
definition of this term. There have many different definitions of role-play claimed by many
linguists and researchers. According to the definition on
(http://www.learnenglish.de/Teachers/roleplays.htm) Role Play, simply defined, is acting.
Acting, as a character that you either create or pick from a spectrum of pre-created characters.
In some settings you determine vital characteristics of your character, in others, it is
predetermined. You set your mind into this character, and play it out by improvising the
characters' moves. On other website (http://www.roleplay.org/articles/rpg-basics/) role-play is
the deliberate acting out of a role (possibly a role that one would not normally occupy), as part
of group therapy or of a learning session directed towards understanding that role or the
situations with which this occupants have to cope. Larsen- Freeman (1986) explains that “role-
play is a highly flexible learning activity, which has a wide scope for variation and
imagination”. Role-play considered as flexible learning activity in the classroom that requires
the learners to have the cognition and imagination to project the sequences of future events in
real situation. In addition, Joanna Budden, British Council, Spain, “Role-play is any speaking
activity when you either put yourself into somebody else’s shoes, or when you stay in your own
shoes but put yourself in to imaginary situation”. This concept shows the imagination of role-
play through simile. Playing a role is like putting yourself into somebody else’s shoes. Thus,
according to this definition, the participants have assumed the roles of some imaginary
characters. However, the other scholars (Greenblat, 1988; Crookall& Oxford, 1990) consider
role-play as one component or element of simulation. In a role play, participants assign roles
that they act out within scenario. This emphasizes on the interaction of one role with the other
roles, rather than on acting out individual roles. To Patricia K. Tompkins’s point of view, Role
playing/simulation is an extremely valuable method for L2 learning. It encourages thought and
creativity, lets students develop and practice new language and behavioral skills in a relatively
no threatening setting, and can create the motivation and involvement necessary for learning to
occur. This explains clearly the effectiveness of role- play. It helps students develop and
practice the new language and behavior skills. Nevertheless, to Patricia K.Tompkins, it
available method is just for the second language learning. Lastly, from RESEARCH PAPER
BY MABEL ROSARIO, Role playing is a teaching strategy is a problem solving technique
in which students are asked to act out a role, one that they would not normally be in
(Shaftel 1982). Role playing in practice asks students to act as they would imagine the
person would in order to increase the class’ understanding of that role or the problem
presented. The role players have to interact with each other in order to cope with, while in
various (http://www.yale.edu/pgames/ teaching_manual.htm#Section%20A:%20Points
%20about%20Role%20Playing). This process is called dissimilation where students forget
the person they are and now pretend to be and act how they believe that person would.
Biddel (1979) takes the definition a step further and describes role playing, “as when
some correctly imitates the role of another”. Students are involved in a problem solving
decision making process where it is necessary for them to communicate and negotiate with
the other role players involved. It also entails another teaching strategy, cooperative
learning (Shaftel 1982). Where students are presented with a problem and have to work
together in order to solve the problem (Hartman 1997). The role that the students enact is a
simplified enactment of what would happen in a real or imaginary world so that it is
relevant to what it is to be learned(Van Ments 1983). From above the different definitions, to
me, role-play is a fast way to improve speaking and listening for real life situations. Role-play
uses scripts that you read with your partner, like actors in a movie. It encourages the thought
and creativity of students in developing and practicing new language.

Communicative ability.
Until now, there have not been any clear definitions about communicative ability. However,
according to OXFORD ADVANCED LEARNER’S IN DICTIONARY, to communicate means
that “to make something known to exchange information, news ideas, etc; convey something to
convey one’s ideas, feelings clearly to others. Ability means The quality or state of being able;
power to perform, whether physical, moral, intellectual, conventional, or legal; capacity; skill or
competence in doing; sufficiency of strength, skill, resources, etc in the plural, faculty, talent(on
http://www.brainyquote.com/words/ab/ability126113.html. Therefore, in my opinion,
communicative ability is the power to present or perform one’s idea clearly in speech and
writing.
Prior research
I found one research related to my topic that is a research by Pramela Krish. “A Role Play
Activity With Distance Learners In An English Class Room”. The participants in her research
are distance learners of National University of Malaysia. One of the requirements of the English
language proficiency courses as close as possible to the courses offered to students on-campus
in terms of course content and evaluations.
In her research, she used newspaper reports on the Japanese Encephalitis outbreak collected
over a period of time. This issue was specifically chosen as it made headlines in all Malaysian
newspapers and the electronic media during that period. It included the views of the farmers,
medical experts, consumers’ rights and the feelings expressed by the affected residents.
She had chosen this issue to provide an opportunity to the learners to practice a real life
situation. Role play in this distance learning class allows the objectives of the course to be met
in the limited time, through an integrated approach which allows the practice of language skills,
content and interaction skills and strategies. The teacher’s role in giving clear instructions was
equally important. The learners were asked to get into groups of five and choose a leader for
each group. In addition, she claimed strong points noted that help the distance learners increase
their communicative ability, encourage participation. At the end of activity she conducted a
session to get feed back from the learners on their participation. This is important for any
activity based learning as it helps to reinforce the aim and the purpose of the activity. Besides
that, learners develop awareness and confidence in their own ability and learning strategies.
However, because they only meet their respective instructor twice a semester in their tutorial
center, individual work such as task- base activities may hamper or minimize communication
among the learners. Although at the beginning the learners had doubts and lacked confidence,
the activity was successful in achieving its aims. She wants the learners to gain fluency and
accuracy in the oral presentation. Being accurate dose not mean using structures and vocabulary
correctly, but saying the right things in the right place, at right time.
To me, I expect that the students in Thanh An High School will be confident in speaking
English and feel comfortable to face real life situation and have good solution to solve problems
when they meet. Especially, I really expect that this little research is useful for the method of
teaching English.

4.Methodology
In this research is an experimental one, so I intend to have an experimental group and control
group of students (each group contain 20 students). During the 14 week periods, both of two
groups study the same textbook (tenth-grade English book). However, the ways to teach two
groups is completely different. The experimental group will receive role-play method as
treatment, and in the control group, students will study with the traditional way as they do in
normal class (they just study grammar and do exercises or study vocabularies). In experimental
group students are asked to divide into group of four, during four weeks. The members of each
group would change by turn. Finally, each group will take turn to perform their presentation.
Two groups of the same class will be compared before and after using this activity.
5.Procedures.
The research involves the following steps:
The first step: at the first week, all students in two groups will pass oral pre-test to get the
initial communicative ability of each group. Each pair of student in two groups will take turn to
make role play with the available topics.
The second step: this step spends from 2nd to 14th week. During 14 weeks, I will apply the
role-play method on experimental group. The topic of each week base on each unit of the lesson
in the textbook and extra role play topics.
The third step: I will give the students in two groups the oral post- test. It has the same form and
level, but different topic from the pre-test.
4.3 Instruments
In this research, I’m going to use test, observation framework and diary to investigate the effect
of role-play activities. The first one is pre-test or pro-test which I use at the beginning and the
end of the research’s process. By this way, I measure the communicative ability of students
before and after using the treatment. The second is observation framework. In this one, I want to
know how the enthusiastic of student to participate in the role play. The third is diary, I ask the
students to give me feedback two times. The first feedback is received when I start to explain
about role-play and the procedure to the class. The second times is implemented after their
presentation. Besides that, the students are required to take notes about their feelings, thoughts
to role-play method. Whether or not role-play improves their communicative ability, and they
have to give comment about the other groups’ presentation.
4.4 participants
Participants in this research are 40 tenth-grade students in Thanh An High School. They are 20
students in control group and 20 students in experimental group of the same class. Because they
all study the same teacher, their levels are similar. The factor will assure the reality of the
research result.
4.5 materials
I will use the topics on these websites for students making role-play.
http://www.rpg.net/oracle/essays/rpgoverview.html

http://bogglesworldesl.com/lessons/archive.htm

References
+ Andrew Rilstone, "Role-Playing Games: An Overview" 1994, Inter*Action #1 at

+ Gredler, M. (1992), Designing and Evaluating Games and Simulations: A Process Approach,
Kogan Page, London

+ Al-Arishi, A. Y. 1994. Role-play, real play, and surreal-play in the ESOL classroom.
English Language Teaching Journal, 48(4):337-346.

+ Bambrough, P. 1994. Simulations in English Teaching. Buckingham: Open University

Press.

+ Canale, M. & Swain, M. 1980. Approaches to Communicative Competence. Singapore:

SEAMEO Regional Language Centre.

+ Coopersmith, S. & Feldman, R. 1974. Fostering a Positive Self-Concept High Self-Esteem in

the Classroom. In R.H. Cop & K. White (eds). Psychological Concepts in the
Classroom. New York: Harper & Row.

+ Dennison, B. & Kirk, R. 1990. Do, Review, Learn , Apply: A Simple Guide to Experiential
Learning. Oxford: Basil Blackwell.

+ Di Pietro, R. J. 1987. Strategic Interaction. Cambridge: Cambridge University Press.

+ Haris Md. Jadi 1992. Reformasi Kurikulum di Malaysia: Satu pandangan ke atas proses
perancangan, pembinaan dan perlaksanaanya. Jurnal Pendidik dan Pendidikan, 11: 1-14.

+ Hurt, H. T., Scott, M. D. & McCroskey, J. C. 1978. Communication in the Classroom. West
Virginia: Addison-Wesley Publishing Company.

+ Jones, K. 1988. Interactive Learning Events: A Guide for facilitators. London: Kogan Page.

+ Kirk, R. 1987. Learning in Action - Activities for Personal and Group Development.
Oxford: Basil Blackwell Limited.

+ Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and

Development. Englewood Cliffs, New Jersey: Prentice Hall.
+ Ladousse, G. P. 1987. Role Play. Oxford: Oxford University Press.

+ Naginder Kaur 1999. Role Play: The relationship between self-concept and learner
participation in an experiential learning process. Unpublished Masters of
Education (M.Ed.) Dissertation. USM Malaysia.

+ Sharan,S. & Sharan, Y. 1976. Small-Group Teaching. Educational Technology Publications

+ Shavelson, R. J., Hubner, J. J. & Stanton, G. C. 1976. Self-Concept: validation of construct

interpretations. Review of Educational Research, 46:407-441.

+ Tedick, D. J. & Walker, C. L. 1994. Second language teacher education: The problems that
plague us. The Modern Language Journal, 78(3):300-312.

+ Thatcher, D. 1990. Experience as Learning: Implications for training and

operation. Simulations /Games for Learning, 20 (3): 276-302.

Appendices:
Role-play topics use for test.
The following Role Play Topics are just a small sample from the game, Roll Play, by Dymon
Publications.
Topic 1:
A: Invite B to go somewhere this weekend.
B: Politely refuse A's invitation.
Topic 2:
A: Call and tell your boss (B) you can't come to work because of illness.
B: You think A is bluffing (not really sick).
Topic3:
A: Ask B to teach you to play tennis.
B: You hate coaching for free.
Topic 4:
A: Try to get B to divulge a secret about someone else.
B: Don't be persuaded to do it.
Topic 5:
A: Ask B to give you a ride home.
B: A's house is out of the way, and your time is limited.
Topic 6:
A: Call and tell B you can't come to the party on Friday.
B: Try to get A to come to the party. (It's a surprise party for him/her.)
Topic 7:
 A: Try to get B to smoke marijuana.
B: You don't want to use any illegal drug.
Topic 8:
A: Call to order a pizza.
B: Wrong number. You sell pitas, not pizzas.
Topic 9:
A: Present B with an unsolicited gift.
B: You do not feel comfortable accepting the gift.
Topic 10:
A: Try to get B to go on a date with your niece/nephew.
B: You can't stand A's niece/nephew.
Topic 11:
A: You ran over B's favorite pet with your truck. Apologize to him/her.
B: You are very upset with the news. The pet is irreplaceable.
Topic 12:
A: You lost your wedding ring. Tell your spouse (B).
B: Get angry with A for losing the ring.
Extra role-play topic

Have You Seen Jack?

A Role-play Using Relative Clauses and Appositives

Students ask if their friends have seen Jack. The friends ask for clarification on which Jack they
mean because the class is packed with Jacks. Jack, the guy who plays guitar.
Can I Bug You for a Sec?
A Role-play on Asking for Help

Students ask if it is they 'can bug' other students for a sec. The students are solving a puzzle and
need help.

Giving Directions
A Collection of Resources to Practice Asking and Giving Directions

About 15 different resources for teaching directions in one collection.

Could You Do Me a Favour?

A Role-play to practice making requests

This role-play examines the language needed to make requests: Would you mind doing me a
favour? Could you do me a favour?

Juicy Baek:
A Thought Provoking Role-play
This role-play examines the influence of alcohol on our society. It is intended for intermediate
to advanced adult students.

Can I Take a Message: Telephone Role-play

Language for Conducting Bank Transactions

A two part role-play where students call each other and leave messages. In Part II, the students
go 'home' and retrieve their messages.

Banking Role-Play:
Language for Conducting Bank Transactions

A one hour banking role-play that explores the expressions needed to do five basic transactions
at a bank: deposit money, withdraw money, cash checks, exchange currency, and pay bills.
Students are divided into bank tellers and bank clients. Bank clients approach tellers and
conduct banking transactions

Movies:
Two Activities to Teach Movie English.

In the first hour of this lesson plan the students make movie riddles and share them. In the
second hour the students role-play a film festival.

How Much Is It?

3 Activities plus Vocabulary Support for Shopping.

This unit contains an information gap, a walk-and-talk, and a role-play, as well as numerous
vocabulary worksheets.

The Inca Empire:

Students Share Information about the Inca Empire

Retelling is an effective way to learn English. In this content-based lesson plan, students share
facts about the Inca Empire. This lesson can also be used to teach passive voice.

TEFL Grapevine:
Students Spread Rumors to Practice and Improve Their Storytelling Skills

Students form grapevines and try to spread rumors across the classroom. If they spread the
rumor to the teacher who is at the back of the classroom, they get 1 point. A very humorous
activity for intermediate students.

Class Reunion:
Students Greet Old Friends and Find Out What's New in Their Lives

Students roleplay that they are having a class reunion. They practice greeting old friends and
finding out what's new in their lives.
Men With Hats Riddle:
A Logic Puzzle to Teach Your Students How to Argue Rationally

Teach your student how to express themselves rationally with this riddle. Students have to sort a
mixed up riddle, solve the riddle, write up their solutiona dn then present that solution to the
class.

Solar System Nametags:

A Classroom Activity for Getting to Know Your Students

Students adopt one of he planets as a nickname. They make nametags and a class list with the
teacher. This activity is intended for shorter summer and winter camps for elementary school
aged ESL/EFL students.

Job Fair: Practising Job Inteviews:

A Line-up Role-play

Students are divided into two groups: companies seeking to hire employees and applicants
seeking jobs. Companies interview applicants to find out what qualifications the applicants have
and the applicants interview companies to find out what benefits the companies offer.

Going to Restaurant: Ordering Food:

A Simulation Role-play

Students are divided into two groups: waiters and customers. Customers go around from
restaurant to restaurant and order food. The lesson includes eight menus, role-play prompts and
worksheets for customers and waiters.

Making Plans on the Telephone:

A Line-up Style Role-play

Students are divided into two groups: callers and receivers. Callers will get on the phone and
call the receivers. They will then make plans if their schedules are not too busy or perhaps the
receiver will try to make an excuse. This is a line-up style role-play that is excellent for teaching
telephone English.

Describing Animal Body Parts:

A Card Game and Worksheets Lesson Plan

Students go over worksheets and play a card game to master the vocabulary needed to describe
animals.

The Woman Who Slept For Thirty Years:

An information Gap and Discussion

Students are each given a clue to the story of a woman who went into a coma for thirty years.
They must interview each other to find out what other students know. Then they make a theory
to explain the clues. Then, they can discuss the most important historical, sociological, and
technological changes of the last thirty years. Finally, they can visit another website to find a
reading exercise.

Let's Argue!:
A Young Writers' Workshop

This is actually 6 hours of lessons combined into one workshop. The workshop is divided into
three sections: Building an Argument, Weighing an Argument, and Refuting an Argument.
Students learn to express themselves clearly and logically while examining topics such as
smoking in public places, free university, and using public transportation. This is good training
for native language students as well. Dictionaries are mandatory for this lesson.

The Classroom Rules:

The Students are at the Helm!

Students examine the language to formulate rules and then are asked to formulate a set of rules
for the classroom.

Classroom English:
Get it Right from the Beginning

This is a must for the first week of any beginner or lower intermediate class. In a card activity,
students learn to ask for information when they don't understand something.

Teaching the Crocodile's View:

Mimicking of Style to Overcome Grammatical Difficulties.
Students examine a poem, Beware the Crocodile, written by Jack Prelutsky. This poem is
written from the point of view of humans who may be eaten by crocodiles if they swim in the
Nile River. Students are then asked to rewrite the poem from the crocodile's view since humans
are a much bigger threat to crocodiles. This lesson teaches environmental awareness,
examining perspective, and creative writing.
using role-plays in English class to develop tenth-grade students