over-correction because a helpful and gentle correction can make the students confident and it may get the students out of difficult misunderstanding and
hesitations. In addition, accordding to Spratt, Pulverness, and Williams 2005:145,
every teacher changes roles during a lesson that will be appropriate to the type of lesson, activities, lesson aims, and the level and age of the students.
At different times we may act as a planner, an informer, a manager, a parent or friend, or a monitor. For example, when students doing a role play, as a
monitor, we have to make sure that they are doing what we want them to do. As a teacher, we also can act as an involver, diagnostic, and resource.
These roles are to make sure that the students are taking part in the activities, to recognize their difficulties, and to help and to give advice to
the them. Finally, by applying the roles of teacher in the teaching learning process, the teachers can help the students to master the language. Besides,
the students will feel comfortable that result on the achievement of the aims of the teaching learning process.
c. The PPP method
Among many methods, the PPP is a successful one and is widely used throughout the world by many English as a Foreign Language EFL and
English as a Second Language ESL teachers. According to Harmer 2001: 80, in PPP method the teacher introduces a situation which contextualises the
language to be taught.
Moreover, because every PPP lesson has a language aim which students should fulfill by the end of it, the PPP method not only can be applied to
teach grammar items, but it can also be used to teach functions, vocabulary and even pronunciation. The stages of teaching and learning implemented can
be explained as follows. 1.
Presentation The presentation phase usually consists of two steps. The first step is
as introductory activity such as a warm-up or lead-in, an activity intended to raise the students’ interest in the topic, and the second step
is an introduction of the target language. In this stage, the teacher began the lesson by asking the students some questions related to the
topic and showed a video which shown the context being studied. 2.
Practice In th practice stage, the focus is on form. The teacher provides
opportunities for students to practice the learnt item in a controlled way. This is a chance for the students to use what they have learnt
without making mistakes. So, it is very important that the students are monitored and all mistakes are corrected. During this stage, the
researcher guided the students in creating and practicing their dialogues by correcting all of the students’ mistakes and errors.
3. Production
Once students have practiced their dialogues, now it is time for them to perform it in real-situation like activities. The production stage
focuses on fluency and provides the students with an opportunity to personalise the language learnt by doing less controlled tasks and
using their own ideas. In this stage, using the role play cards, the researcher asked the students to perform their role play in front of the
classroom.
d. Teaching speaking in vocational high school
