at mosphere in w hich he is unafraid to share ideas, confident that no one will laugh at his cont ribut ions or harshly criticize his conclusions.
The overbearing monopolizer must be curt ailed in t he discussion phase of role playing lest he dom inat e the group and thereby quash t he
dynam ic, Solving this problem m ay require som e personal counseling out side of class. Tension and conflict in the group m ay not always be
bad. Som et imes t hese elem ent s act as a stimulant t o thinking. There i s such a thing as “ creat ive t ension,” and it is frequent ly found in a role
playing situation as group dynamic em erges. At t he end of t he discussion tim e t he group should collect ively
m easure it s effect iveness in reaching biblical solut ions to the role problem posed at t he beginning. The t echniques of role playing afford
anot her approach t o involving st udent s in t heir own learning process t ow ard t he clarification of self concept s, evaluation of behavior, and
aligning of that behavior w ith realit y.
3. The Advantages and Disadvantages of Role Play
According to Carol Livingstone and Tessa Woodward, the main advantages and disadvantages of using role play in the language
classroom, they are: a. Advantages
1 Maximum student activity 2 Relevance, interest and discipline
3 Mixed ability groups
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4 Can use for diagnosis, test or review 5 Good for body language
6 Build up = psyching up to real language use 7 Have to negotiate with others
8 Fun 9 Cards easy to write
10 Unpredictable 11 Teacher free to monitor
15
Carol Livingstone, Role Play in Language Learning, England: Longman, 1983, Pp. 25-27.
12 Shy students come out or can take shy roles
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b. Disadvantages 1 Organization
2 Time
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3 Check comprehension of task? 4 Language input and correction – when?
5 Noisy, unpredictable, inhabiting 6 Cards difficult to write
7 Teacher not really working 8 Teacher can’t hear everyone
9 Embarrassing 10 When do you stop?
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4. Framework of thinking
Like other skills, speaking is a complex skill requiring the simultaneous use of number of different abilities that often develop at the
different rates. To develop fluency, the teacher must generate a need to speak, to make students want to speak.
Communicative output activities allow students to practice using all of the language they know in situations that resemble real setting. In
these activities, students must work together to develop a plan, resolve problem, or complete a task. One of the most common types of
communicative output activity is role plays. In role plays, students are assigned roles and put into situations
that they may eventually encounter outside the classroom. Because role plays imitate life, the range of language functions that may be used
expands considerably. Also, the role relationships among the students as they play their parts call for them to practice and develop their
sociolinguistic competence. They have to use language that is appropriate to the situation and to the characters.
16
Tessa Woodward, Models and Metaphors in Language Teacher Training, Cambridge: Cambridge University Press, 1991, p. 91.
17
Carol Livingstone, Role Play in Language Learning, England: Longman, 1983, p. 30.
18
Tessa Woodward, Models and Metaphors in Language Teacher Training …, p. 91.
One of popular approaches used by the teacher to encourage students to speak is to assign a topic and require them to discuss it or
come up with a short talk. Through role play activities the students learn how to express ideas, opinions, or feeling to others by using words or
sounds of articulation. Role play is really worthwhile learning experience for both the
students and teachers. Not only can students have more opportunities to “act” and “interact” with their peers trying to use the English language,
but also students’ English speaking, listening, and understanding will improve. Role play lightens up the atmospheres and brings liveliness in
the classes. Students learn to use the language in more realistic, more practical way. Thus they can become more aware of the usefulness and
practicality of English.
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CHAPTER III RESEARCH METHODOLOGY
