A.

Learning model role playing

Role playing or play the role of is a kind of game motion in which there was some

purpose , rules and and involving happy ( jill hadfield , 1986 ) .In role playing students

conditioned in a particular situation outside the classroom , although it was learning

happened in the classroom .In addition , role playing often intended as a form of activity

where learner imagined he as if are outside of class and play a role others ( basri syamsu ,

2000 ) .

Role-play is a technique that allows students to explore realistic situations by

interacting with other people in a managed way in order to develop experience and trial

different strategies in a supported environment. Depending on the intention of the

activity, participants might be playing a role similar to their own (or their likely one in

the future) or could play the opposite part of the conversation or interaction. Both options

provide the possibility of significant learning, with the former allowing experience to be

gained and the latter encouraging the student to develop an understanding of the situation

from the ‘opposite’ point of view.

Some a thing to be observed in the implementation of the method play this role is

the determination of the topic, the determination of a member of pemeran, making

worksheets if need ), exercise short dialogue if need ) and implementation of role play

learning experience obtained of this method includes: the ability cooperate,

communicative, and to interpret an event.Through play the role of school tuition trying to

explore relations between humans by means of played some and discussing it, so that

jointly the school tuition can explore feelings, attitudes, values and various strategy

problem solving.
 As a result of this a method of role playing is the method involving students for

pretended plays the role of a figure by which involved in the process the history or the

behavior of the people for example how encourage the public in order to maintain the

cleanliness of the environment , and all other forms of .

1. The History of Concise a Model Role Playing

A long history roleplay before adopted for the exercise of candidates would have no

trouble supporting role is the event a simulation done by by the kings and the prince of as

soon as fighting is carry on wars which is the only true .When the king and the prince of

the war of was set a war ensued with the national access to justice strategy was carried out

on the table a strategy ( contains maps and a state of nature in the form of a miniature )

then when he had declared the intent according to a plan the priorities raised in the .Fuel

price hike worried investors this simulation is aimed representing power that is imagined

to be in the area designated war is at its fiercest national access to justice strategy .The

table a strategy now be realized in the form the framework of a story or the text of the

puppet show will tell for prospective supporting role .The king and the warlord national

access to justice strategy is al husna i e , now come from possessing tangible things be the

author of the puppet show will tell and filmmaker as former manager of candidates would

have no trouble supporting role .A simulation warfare carried for thousands of years by a

nation seen chinese firms secure contracts out of the tribe of han , the romans and the rest

of the the european middle ages . At that time the romans and europe often are holding

events, where is everybody will pretending to be another person.This concept then

adopted by dr.Jacob levy moreno in the plane of psychology.In the 1920s, dr.Moreno

created “experimental theater” to help everyone understood different aspects of the

program from personality their own and others.1932 the concept of roleplay introduced to

the general public, in order that people will could have been more learn about him and

others in solve social issues rather than simply talk about it just.The concept of the basis of

roleplay is a a way that allows sharpening spontaneity creative and expressing of the

emotional without repercussion. Dr.Moreno invited the participants and suggested to act

out from the custom of daily. The participants of the training in turn will play a different

role day from the custom of the life of the daily acts .The concept of it then it will become

was popular with an informal term “roleplay” .

At the end of 1960 role-playings is seen as the form of relaxation the delights and pride of

from psychotherapy the community .Gary gaygax from the university of minesota is

considered the father of modern roleplay .He developed a set of rules about roleplay and

promote the .Of the rules was much later in 1971 diterbit and be published to the

community with the the name of chainmail ( of chain mail ) .From the concept of the base

of roleplay which are simple then develops into the game of modern and been developed

right widely distributed in the community .This concept was afterwards adopted by the

theater as a medium training candidates would have no trouble supporting role .This

concept is also adopted by the development of its education as one of the learning methods
 he continued solving problems that diihadapi by workers participating in primary school

students .

The concept of roleplay then used by commedia dell’arte in the 16th century as the

concept of performances.Pemeran in commedia dell’arte do not know had a role as what

as he was the stage, but the role and stories to played determined shortly before staging.In

the 1950s, viola spolin and keith johnstone develop roleplay as the concept of training

aktornya.They and the group ( second city ) opening class training actor by using the

method “theater game”. This method contains a game where candidates pemeran involved

in a game being played.Spolin convinced that the training pemeran to be ominous and

entering the role of other.

2. Role Playing And Concept Pedagogy

Role-play can be defined and implemented in several ways (Rao and Stupans, 2012). The

common denominator is that participants assume different roles in which behavior and

events become starting points for making visible, and learning from, what happens in

various situations. An example of a common definition of role-play is that of Sogunros

(2004, p. 356): “/…/ as a learning activity in which participants act out a set of defined role

behaviors or position with a view to acquiring desired experiences”. Sogunro (2004, p. 358)

also underlines that the deeper understanding achieved by role-play is mainly due to that the

number of perspectives increase: “/…/ role-playing encourages participants to view

situations or problems from various perspectives other than their own.” According to

Yardley-Matwiejczuk (1997), role-play describes activities where participants are involved

in “as-if” situation, by way of simulated actions and circumstances. The participants are

expected to act “as-if” specific conditions and situations exist, with different roles implying
various types of behaviors, goals and arguing. The distinct role descriptions and

prerequisites for those who take part are set up in the preparatory work of the role-play

(Grysell and Winka, 2010).

Role-play underscores the element of interpretation, in addition to highlighting dilemmas

and values, which may otherwise be difficult to elucidate and understand (see, for instance,

Bryant and Darwin, 2004). Usually, role-playing is mentioned as a pedagogical method that

raises the awareness of the effects and consequences of how we act and communicate during

social interaction (e.g., Daly, Grove, Dorsch and Fisk, 2009). The method is often used in

situations where attitudes and feelings are in focus, which, as Grysell and Winka (2010b, p.

19) argue:

“Values and attitudes are visible to a greater degree through body language than through

verbal language. In activities, feelings, values, and attitudes are visible and can be

interpreted in words, and you can thus understand the context.” Moreover, role-play could

also be used to develop skills in conflict resolution (Alkin and Christie, 2002).

Alkin and Christie (2002) describe role-play as a pedagogical method providing the

opportunity for student-to-student and student-to-faculty partnerships in the classroom. They

call the students the participants, and the instructors the facilitators of learning, emphasizing

that roleplaying is learning by doing in a safe environment, i.e. a classroom characterized by

community sharing. Role-play makes certain demands of the teacher; though the learning

effects are usually described as larger than the effort. Howell (1991, p. 75) expresses this as

follows: “Whilst the preparation of a role-play may entail some extra thinking beyond the

actual content of the topic,it is nevertheless well worthwhile in terms of student response

and ongoing interest.” However, the teacher must have a strategy and a clear purpose when
 choosing the type of role-play in order to get the most out of the role-playing at hand (Rao

and Stupans, 2012).

In the literature, there are practical guidelines for teachers about how to set up and manage

role-play (Howell, 1991; Nilsson and Waldemarson, 1988). The guidelines highlight the

necessity of clarifying: Why use role-play? When to use role-play? How to organize role-

play? It is also important that the teacher has strategies to deal with unexpected or difficult

situations (Grysell and Winka, 2010c). For example, when students do not want to

participate because they believe that the method is childish or unscientific, when students

use an exaggerated demeanor, or when embarrassment or tensions between the participants

is created. Such strategies can be developed by, for example, the teacher him-/herself, the

role-play participants, or even learned from others by acting together with a more

experienced instructor during the role-play session. Other advice in the literature suggests

that the teacher should gradually become better acquainted with the method, and gain more

experience before performing more profound and complex role-play.

3. Syntax of Role Playing Model

Procedures:

PHASE 1: WARMING UP THE CLASS

Warming Up the Class

Review and discuss with students what happened yesterday and why the teachers were so

angry in the afternoon (tattling).

Who can tell me why I was so angry yesterday afternoon?

How many of you had students tattle on you this week?

What do tattletales sometimes tell their teachers about other students?

What are the kinds of things students will tattle about?

Are there any other examples of tattling?

Let the class brainstorm episodes of tattling for a few minutes and write responses on the

board.

PHASE 2: SELECT PARTICIPANTS

Choosing the First Set of Participants After a few minutes of brainstorming, choose one

episode of tattling that you feel is best to role play first.

We have had a lot of trouble with _______ (i.e. cutting in line) this week. Let’s use this as

our first role play. We need two players. Who would like to role play first?

Pick the first set of volunteers and have them come up to the front of the room.

PHASE 3: SET THE STAGE

Establishing the Problem, Characters, and Setting

Before the players can begin role playing, the characters and setting need to be described

and explained to the students. Review the characters and setting with the class and make

sure they know who is who is the scene and when and where it is taking place

Who are our characters?

Where is this scene taking place?

When is this scene taking place?

PHASE 4: PREPARE THE OBSERVERS

Preparing the Observers

Set the expectations for the students observing and explain what you want them to look for

during the role play.

As we watch the role play, remember to look at how they choose to handle the situation and

deal with tattling. Remember not to call out or interrupt during the role play. We will have a

chance to talk about what we saw when the scene ends and I call, “Cut!”

PHASE 5: ENACT

Role Playing the First Scene

Once the scene is set up and the characters and setting are described, let the chosen

participants improvise and role-play the situation. Remind the students that the scene should

reflect how they would normally react when someone tattles.

Ok, our first two players are ready to role play. I’ll tell you when to stop the scene. Right

now, just do and say what you might under these circumstances. Here we go.

Let the students role play for a few minutes until the first solution has been illustrated.

PHASE 6; DISCUSS AND EVALUATE

Stopping Action for Discussion and Evaluation

After the first solution has been acted out, stop the action to discuss what the students heard

and saw in the role play. Lead the discussion by asking the students thought-provoking

questions.

Did our players set up this problem well?

Did they leave anything out?

What do I usually say when someone tattles?

How else could this problem have been handled?

Let the students talk for awhile about what they saw and heard as the scene played out.

Encourage the students to think of alternative solutions to deal with tattling.

PHASE 7: REENACT

Revising Scene with New Players

After the students have discussed for awhile and brainstormed alternative solutions, choose

different students who have proposed new solutions to come up and role play the scene.

Encourage students to think about ways that they could solve the problem before someone

tattles. The scene will need to be set for these new students by reviewing the characters and

setting.

Where are you?

What are you doing as the scene begins?

What will you need to say to show how your solution works?

What will you need to do to show how your solution works?

Let the new students role play the situation until the revised solution has been illustrated.

PHASE 8: DISCUSS AND EVALUATE

Stopping Action Again for Discussion and Evaluation

Once the second solution has been acted out, stop the action to discuss what the students

heard and saw in this role play.

What was different about how the players handled it this time?

Do you think what the players did this time helped?

Do you think that this solution worked better?

Did anyone threaten to tattle?

Are there any other ideas?

Encourage students to continue brainstorming new ideas and solutions and then have the

students role play the new solutions and discuss them. Depending on the time available, this

cycle may be done several times with alternative solutions.

PHASE 9: SHARE EXPERIENCES AND GENERALIZE

Generalizing About the Experiences

Once the students have exhausted all the solutions, guide the students in deciding what they

learned as a result of the role play by asking the following questions:

Which of the solutions to this problem do you think is best?

Why is this best?

For whom is it best?

Who will be unhappy with this solution?

How do you choose if you can’t make everybody happy?

If you were _____ (a person in the scene), how would you choose?

If you were _____ (another person in the scene), how would you choose?

Closure: To bring this lesson to a close, tell the students that they all did an excellent job

today during the lesson. Briefly recap what happened during the lesson, “By role playing,

we found many solutions that worked out well without any tattling, and the observers paid

careful attention to what was happening in each scene.” Remind the students that you will
 expect them to use what they learned today and think more carefully about what they say

and do about tattling from now on.

2. How To Teach Using Role-Playing

Role-playing exercises can be hard work for the instructor, both in preparation and in execution,

but the work tends to pay off in terms of student motivation and accomplishment. As with any

big project, it's best to take it one step at a time:

1. Define Objective

2. Choose Context & Role

3. Introducing the Exercise

4. Student Preparation/Research

5. The Role-Play

6. Concluding Discussion

7. Assessment

Fortunately, much of the work of preparation, once done, can be distributed to other educators.

Many well-developed role-playing exercises are available on the scenario pages, organized by

topic or by type.

Define Objectives

The details of what you need to do depend entirely on why you want to include role-playing

exercises in your course.

 What topics do you want the exercise to cover?

 How much time do you and your class have to work on it?
  What do you expect of your students: research, reports, presentations?

 Do you want the students role-playing separately or together?

 Do you want to include a challenge or conflict element?

Choose Context & Roles

In order to prepare for the exercise:

 Decide on a problem related to the chosen topic(s) of study and a setting for the

characters. It is a good idea to make the setting realistic, but not necessarily real.

Consider choosing and adapting material that other instructors have prepared.

 For problems and settings with lots of detail, have a look at examples in the Starting

Point Case Study Module. The module itself contains more information about using cases

to teach.

 If the characters(s) used in the exercise are people, define his or her goals and what

happens if the character does not achieve them.

 You should work out each characters' background information on the problem or, better

yet, directions on how to collect it through research. If possible, prepare maps and data

for your students to interpret as part of their background information rather than the

conclusions upon which they would ordinarily base their decisions (especially if the

characters are scientists).

Introducing the Exercise

Engage the students in the scenario by describing the setting and the problem.

 Provide them with the information you have already prepared about their character(s): the

goals and background information. It needs to be clear to the student how committed a

character is to his/her goals and why.

  Determine how many of your students have done role-playing before and explain how it

will work for this exercise.

 Outline your expectations of them as you would for any assignment and stress what you

expect them to learn in this lesson.

 If there is an inquiry element, suggest a general strategy for research/problem solving.

Student Preparation/Research

Even if there is no advance research assigned, students will need a few moments to look over

their characters and get into their roles for the exercise. There may also be additional questions:

 Why they are doing this in character? Why did you decide to make this a role-playing

exercise?

 Students may have reservations about the character that they have been assigned or about

their motives. It is good for the instructor to find out about these before the actual role-

play. It can be very difficult for a student to begin researching an issue from a perspective

very different from their own because even apparently objective data tends to be

reinterpreted as support for pre-existing world-views.

 With regards to environmental issues, many environmental groups have well-written,

carefully researched, and nicely-engineered websites that will provide arguments as well

as information for a student assigned a character to whom protecting the environment is

very important.

 Similar websites representing the very common viewpoint of the worker, property owner,

or industrialist whose future may be in conflict with environmental interests are hard to

find. One site, Debate Central, has constructed arguments for characters promoting

property rights and wary of government intervention. Their topic coverage is still limited,
 however. A poorer alternative is to send students to the websites of companies involved

in an issue to read their PR material.

 Often, the best resource for understanding people is other people. Model UN encourages

participants to call the embassy of the country they are to represent for advice. The same

can be done with the PR divisions of mining firms and unions, environmental and

taxpayer protection groups, etc.

 If there is an inquiry component (i.e. student-led research), the students may need help

coming up with a research plan and finding resources.

The Role-Play

Depending on the assignment, students could be writing papers or participating in a Model-UN-

style summit. For a presentation or interaction, props can liven up the event, but are not worth a

lot of effort as they are usually not important to the educational goals of the project.

Potential Challenges with Interactive Exercises

Concluding Discussion

Like any inquiry-based exercise, role-playing needs to be followed by a debriefing for the

students to define what they have learned and to reinforce it. This can be handled in reflective

essays, or a concluding paragraph at the end of an individual written assignment, or in a class

discussion. The instructor can take this opportunity to ask the students if they learned the lessons

defined before the role-play began.

Assessment

 Generally, grades are given for written projects associated with the role-play, but

presentations and even involvement in interactive exercises can be graded. Special

considerations for grading in role-playing exercises include:

o Playing in-character

o Working to further the character's goals

 Making statements that reflect the character's perspective

 In an interactive exercise, being constructive and courteous

 For many assignments, being able to step back and look at the character's situation and

statements from the student's own perspective or from another character's perspective.