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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 “roleplay 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 roleplay 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
role-play is a fast way to improve speaking and listening for real life situations. medical experts. Ability means The quality or state of being able. faculty. “as when some correctly imitates the role of another”. skill. It encourages the thought and creativity of students in developing and practicing new language. she claimed strong points noted that help the distance learners increase . Therefore.html. capacity. etc in the plural.edu/pgames/ teaching_manual.com/words/ab/ability126113. to Patricia K. communicative ability is the power to present or perform one’s idea clearly in speech and writing.brainyquote. feelings clearly to others. Nevertheless. she used newspaper reports on the Japanese Encephalitis outbreak collected over a period of time. while in various (http://www. content and interaction skills and strategies. to communicate means that “to make something known to exchange information. moral. through an integrated approach which allows the practice of language skills. skill or competence in doing. news ideas.occur. It also entails another teaching strategy. one that they would not normally be in (Shaftel 1982). From above the different definitions. “A Role Play Activity With Distance Learners In An English Class Room”. Where students are presented with a problem and have to work together in order to solve the problem (Hartman 1997). power to perform.htm#Section%20A:%20Points %20about%20Role%20Playing). Role playing is a teaching strategy is a problem solving technique in which students are asked to act out a role.Tompkins. talent(on http://www. The learners were asked to get into groups of five and choose a leader for each group. 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. etc. conventional. Biddel (1979) takes the definition a step further and describes role playing. intellectual. 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. Role play in this distance learning class allows the objectives of the course to be met in the limited time. This issue was specifically chosen as it made headlines in all Malaysian newspapers and the electronic media during that period. from RESEARCH PAPER BY MABEL ROSARIO. or legal. in my opinion.play. convey something to convey one’s ideas. resources. However. This explains clearly the effectiveness of role. In her research. according to OXFORD ADVANCED LEARNER’S IN DICTIONARY. Lastly. consumers’ rights and the feelings expressed by the affected residents. Communicative ability. cooperative learning (Shaftel 1982). 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. The role players have to interact with each other in order to cope with. it available method is just for the second language learning.yale. The participants in her research are distance learners of National University of Malaysia. there have not been any clear definitions about communicative ability. Prior research I found one research related to my topic that is a research by Pramela Krish. Role-play uses scripts that you read with your partner. like actors in a movie. 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). The teacher’s role in giving clear instructions was equally important. sufficiency of strength. In addition. Until now. 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. It helps students develop and practice the new language and behavior skills. She had chosen this issue to provide an opportunity to the learners to practice a real life situation. to me. whether physical. It included the views of the farmers.
I want to know how the enthusiastic of student to participate in the role play. They are 20 students in control group and 20 students in experimental group of the same class. Each pair of student in two groups will take turn to make role play with the available topics. The first feedback is received when I start to explain about role-play and the procedure to the class. 4. so I intend to have an experimental group and control group of students (each group contain 20 students). Whether or not role-play improves their communicative ability. but different topic from the pre-test. The research involves the following steps: The first step: at the first week.3 Instruments In this research. During 14 weeks. Although at the beginning the learners had doubts and lacked confidence.4 participants Participants in this research are 40 tenth-grade students in Thanh An High School. In this one. both of two groups study the same textbook (tenth-grade English book).Methodology In this research is an experimental one. Two groups of the same class will be compared before and after using this activity. individual work such as task. Being accurate dose not mean using structures and vocabulary correctly. during four weeks. because they only meet their respective instructor twice a semester in their tutorial center. the ways to teach two groups is completely different. The third step: I will give the students in two groups the oral post. Especially.Procedures.their communicative ability. In experimental group students are asked to divide into group of four. 4. The topic of each week base on each unit of the lesson in the textbook and extra role play topics. I measure the communicative ability of students before and after using the treatment. Finally. The third is diary. students will study with the traditional way as they do in normal class (they just study grammar and do exercises or study vocabularies). the students are required to take notes about their feelings. To me. This is important for any activity based learning as it helps to reinforce the aim and the purpose of the activity. It has the same form and level. encourage participation. I really expect that this little research is useful for the method of teaching English. During the 14 week periods. The first one is pre-test or pro-test which I use at the beginning and the end of the research’s process. 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. Because they . I’m going to use test. observation framework and diary to investigate the effect of role-play activities. and in the control group. The members of each group would change by turn. 4.base activities may hamper or minimize communication among the learners.test. at right time. all students in two groups will pass oral pre-test to get the initial communicative ability of each group. I ask the students to give me feedback two times. but saying the right things in the right place. By this way. At the end of activity she conducted a session to get feed back from the learners on their participation. However. However. each group will take turn to perform their presentation. I will apply the role-play method on experimental group. Besides that. learners develop awareness and confidence in their own ability and learning strategies. 5. The second is observation framework. thoughts to role-play method. Besides that. She wants the learners to gain fluency and accuracy in the oral presentation. the activity was successful in achieving its aims. The experimental group will receive role-play method as treatment. The second step: this step spends from 2nd to 14th week. and they have to give comment about the other groups’ presentation. The second times is implemented after their presentation.
pembinaan dan perlaksanaanya. Experiential Learning: Experience as the Source of Learning and Development. Do. R. + Haris Md. Kogan Page. 4. Review. their levels are similar. + Canale. Learn . Simulations in English Teaching. Apply: A Simple Guide to Experiential Learning. R. Role-play. + Hurt. S. Fostering a Positive Self-Concept High Self-Esteem in the Classroom. English Language Teaching Journal. and surreal-play in the ESOL classroom. B. Scott. 48(4):337-346. Y. Designing and Evaluating Games and Simulations: A Process Approach. 1994. C.5 materials I will use the topics on these websites for students making role-play. D. + Dennison. M. Strategic Interaction. & McCroskey. New York: Harper & Row. H. West Virginia: Addison-Wesley Publishing Company.com/lessons/archive. Interactive Learning Events: A Guide for facilitators. The factor will assure the reality of the research result. J. Psychological Concepts in the Classroom.all study the same teacher.net/oracle/essays/rpgoverview. "Role-Playing Games: An Overview" 1994. 1984. White (eds). Englewood Cliffs. R. (1992). A. Cop & K. A. .html http://bogglesworldesl. D. + Di Pietro. Buckingham: Open University Press. 1974. 1987. P.Activities for Personal and Group Development. M. 1978. real play. Approaches to Communicative Competence. Jadi 1992. M. Inter*Action #1 at + Gredler. 11: 1-14. + Jones. http://www. + Coopersmith. Singapore: SEAMEO Regional Language Centre. London + Al-Arishi. Communication in the Classroom. 1990. R. 1987.htm References + Andrew Rilstone. & Swain. In R. Jurnal Pendidik dan Pendidikan. + Kolb. 1980. Reformasi Kurikulum di Malaysia: Satu pandangan ke atas proses perancangan. Oxford: Basil Blackwell Limited.H. & Kirk.. Cambridge: Cambridge University Press. T.rpg. Learning in Action . M. 1988. New Jersey: Prentice Hall. + Kirk. K. London: Kogan Page. + Bambrough. Oxford: Basil Blackwell. J. & Feldman. 1994.
Y. Topic 6: A: Call and tell B you can't come to the party on Friday. 1994. C.Ed. Topic 2: A: Call and tell your boss (B) you can't come to work because of illness. J. 1976. 1987. + Thatcher. Topic 1: A: Invite B to go somewhere this weekend. Topic3: A: Ask B to teach you to play tennis. B: Politely refuse A's invitation. L. 1990. C. B: A's house is out of the way. G.+ Ladousse.S. 46:407-441. The Modern Language Journal. D. Review of Educational Research. 20 (3): 276-302. (It's a surprise party for him/her. Hubner. J. & Sharan.. B: Try to get A to come to the party. Appendices: Role-play topics use for test. & Walker. 78(3):300-312. + Tedick. Second language teacher education: The problems that plague us. and your time is limited. 1976. Self-Concept: validation of construct interpretations. USM Malaysia.) Topic 7: . Small-Group Teaching. B: You think A is bluffing (not really sick). J. B: You hate coaching for free. + Naginder Kaur 1999. & Stanton. Simulations /Games for Learning. D. Topic 4: A: Try to get B to divulge a secret about someone else. + Sharan. The following Role Play Topics are just a small sample from the game. Oxford: Oxford University Press. Roll Play. Experience as Learning: Implications for training and operation. by Dymon Publications. Role Play. Role Play: The relationship between self-concept and learner participation in an experiential learning process. G. Topic 5: A: Ask B to give you a ride home. R.) Dissertation. B: Don't be persuaded to do it. Educational Technology Publications + Shavelson. P. J. Unpublished Masters of Education (M.
Jack. Topic 11: A: You ran over B's favorite pet with your truck. Topic 9: A: Present B with an unsolicited gift. Apologize to him/her. 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 . not pizzas. Topic 8: A: Call to order a pizza. Topic 10: A: Try to get B to go on a date with your niece/nephew. You sell pitas. Giving Directions A Collection of Resources to Practice Asking and Giving Directions About 15 different resources for teaching directions in one collection. B: Wrong number. Topic 12: A: You lost your wedding ring. B: You can't stand A's niece/nephew.A: Try to get B to smoke marijuana. The friends ask for clarification on which Jack they mean because the class is packed with Jacks. The students are solving a puzzle and need help. B: You are very upset with the news. Extra role-play topic Have You Seen Jack? A Role-play Using Relative Clauses and Appositives Students ask if their friends have seen Jack. B: Get angry with A for losing the ring. B: You do not feel comfortable accepting the gift. Tell your spouse (B). B: You don't want to use any illegal drug. 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 pet is irreplaceable.
exchange currency. as well as numerous vocabulary worksheets. a walk-and-talk. The Inca Empire: Students Share Information about the Inca Empire Retelling is an effective way to learn English. 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. and pay bills. Students are divided into bank tellers and bank clients. and a role-play. If they spread the rumor to the teacher who is at the back of the classroom. In this content-based lesson plan. cash checks. TEFL Grapevine: Students Spread Rumors to Practice and Improve Their Storytelling Skills Students form grapevines and try to spread rumors across the classroom. withdraw money. A very humorous activity for intermediate students. 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.This role-play examines the influence of alcohol on our society. How Much Is It? 3 Activities plus Vocabulary Support for Shopping. students share facts about the Inca Empire. This lesson can also be used to teach passive voice. they get 1 point. . They practice greeting old friends and finding out what's new in their lives. In the first hour of this lesson plan the students make movie riddles and share them. Bank clients approach tellers and conduct banking transactions Movies: Two Activities to Teach Movie English. It is intended for intermediate to advanced adult 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. In the second hour the students role-play a film festival. In Part II. the students go 'home' and retrieve their messages. This unit contains an information gap.
role-play prompts and worksheets for customers and waiters. write up their solutiona dn then present that solution to the class. They make nametags and a class list with the teacher. solve the riddle. Students have to sort a mixed up riddle. Callers will get on the phone and call the receivers. Companies interview applicants to find out what qualifications the applicants have and the applicants interview companies to find out what benefits the companies offer. Making Plans on the Telephone: A Line-up Style Role-play Students are divided into two groups: callers and receivers. Then they make a theory . They must interview each other to find out what other students know. The lesson includes eight menus. 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. Going to Restaurant: Ordering Food: A Simulation Role-play Students are divided into two groups: waiters and customers. This activity is intended for shorter summer and winter camps for elementary school aged ESL/EFL students. They will then make plans if their schedules are not too busy or perhaps the receiver will try to make an excuse. Solar System Nametags: A Classroom Activity for Getting to Know Your Students Students adopt one of he planets as a nickname. This is a line-up style role-play that is excellent for teaching telephone English. 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.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. Customers go around from restaurant to restaurant and order food. 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.
Weighing an Argument. sociological. and using public transportation. students learn to ask for information when they don't understand something. Let's Argue!: A Young Writers' Workshop This is actually 6 hours of lessons combined into one workshop. using role-plays in English class to develop tenth-grade students . 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. Then. 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. they can discuss the most important historical. Dictionaries are mandatory for this lesson. and technological changes of the last thirty years. and Refuting an Argument. Beware the Crocodile. Students learn to express themselves clearly and logically while examining topics such as smoking in public places. Finally. This is good training for native language students as well. In a card activity. and creative writing. This lesson teaches environmental awareness. free university. Students examine a poem. examining perspective. Teaching the Crocodile's View: Mimicking of Style to Overcome Grammatical Difficulties. Students are then asked to rewrite the poem from the crocodile's view since humans are a much bigger threat to crocodiles. they can visit another website to find a reading exercise. The workshop is divided into three sections: Building an Argument.to explain the clues. Classroom English: Get it Right from the Beginning This is a must for the first week of any beginner or lower intermediate class.