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recognize what they have done well and where they require improvement. In this time, the students can discuss about criteria of assessment and personal speaking
strengths and needs.
3. Role Play
In this study, the writer emphasizes the use of role play, which is one of communicative activity in the speaking skill. In this section, the writer explains
about role play. There are four parts in discussing role play: definition of role plays, teaching with role play, the benefits of using the role play, and assessment for role
playing. a.
The Definition of Role Play Paulston and Bruder 1976 state, “Role play is an activity where the learners
assigned a fictitious role from which they have to improvise some kinds of behavior toward the other role characters in the exerc
ise” p. 70. Golebiowska 1990 states that role play is a communicative activity in which the learners are given a task to
complete p. 5. Whereas, when someone is doing role play, they experience to be the person in such kind of situation. Paulston and
Bruder say, “The situation will make them try to speak and communicate” p. 70. The students can represent a
character or being someone else. While doing the role play, the students can speak actively. According to Freeman 2008
, “Role play gives students an opportunity to practice communicating in different social contexts and in deferent social roles and
it can be structured.” p. 134. In this study, role play activities match with speaking activities where the
students deliver, receive, and respond the message and they are assigned as the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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fictitious roles. The speaking activities are the task to be communicative activity. b.
Types of Role Play There are several types of role play according to Ladousse 1995. The first
is the role play which corre sponds to a real need in the students’ lives. Roles as
doctors dealing with patients, or salesman traveling abroad can be taken as the examples for this type. The second type is the students play themselves in a variety
of situation which may or may not have direct experience. Roles as a customer or a passenger asking for information are the example of this type. The third type is the
students play in a variety situation which is experienced directly by themselves. It will be easy to play because the teachers have such vast indirect of them. The
example of this type is the television journalist and it is very useful kind of role taken from real life. The last type of roles is fantasy roles, which are fictitious,
imaginary, and possible even absurd. In this study, the writer chooses the second type of roles to be used in designing the speaking materials. The writer attempts to
provide some situations which may or may not have direct experience by the students such as an employee talking with a boss.
c. The Benefits of Using Role Plays Technique
One of the benefits from using role plays technique is that it can attract the students’ interest and attention. By using role plays, the students can explore their
speaking skill in the different characters. Role plays have some advantages which are good fun and motivating Harmer, 2007. Students’ motivation influences the
learning process. The students can enjoy the learning process if they are motivated. R
ole plays can draw out students’ feelings which they can recognize. These PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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benefits are reached not only by the role players but also the observers and participants.
Then, using role plays technique in speaking class is to make students fluent in using the language. Harmer 2007 also states, “Role plays are used to encourage
general fluency or to train students in specific situation”. Role pay can fulfill the students’ need to develop their speaking skill and make them fluent in speaking the
language. Similarly, according to Freeman 2000, “Role plays are very important in communicative language teaching because they give students an opportunity to
practice communicating in different social contexts and in different social roles.” Role plays can give chances to students to practice communicating. Further,
Hawley 1975 states, “Role playing is one teaching method that involves student
actively in the learning process, both in simulated interactions and in determining what path to take in the discussions that follows the role play and it is a common
and natural activity, not just another artificial structure limited in the classroom.”
That is another benefit of role play.
Harmer 1998 states that role play is an excellent way to get students interacting with one another and practicing target vocabulary using life real
scenarios. The role players can take the benefits of the role plays activities. They can practice their vocabulary since they make their own dialogs in role playing.
Lajooe and Barimani 2013 also state: English includes both skills and sub- skills. Its skills are as follows: reading,
writing, speaking, and listening. And its sub-skills contain vocabulary, grammar, collocation, et cetera. Among these sub-skills, vocabulary is one
of the significant parts of English, and its learning in an efficient way is very considerable.
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Therefore, learning vocabulary is useful to develop students’ fluency since vocabulary is one of English sub-skills. Pekoz 2008 also states that role play can
be used as an opportunity to put grammar to use and relate grammar instruction to real life situation. Another benefit is that role plays can be used to teach grammar
implicitly. It means that using the right grammar is suggested and it is not communicated and taught directly.
d. Assessment for the Role Play Activities
Evaluation is useful to introduce learners to peer evaluation and self –
evaluation strategies prior to project work Mansoor, 1997. The first thing to do is that explain what learners can evaluate. After that, the students can do the role play.
When the learners are involving to the peer evaluation of oral performance, the students will listen intently and focus on the activity.
e. The Procedures of Using the Role Plays in Speaking Class
Schmuck 1980 reveals that “Role playing is a technique which takes interpersonal attraction and friendly feelings out of hidden areas and places them
into an overt and public arena for analysis and understanding” p. 146. Schmuck also adds that there are eight sequences in using role plays. They are described
below. 1
Selecting the Problem The problems are dealt with through action. the teacher is introducing and
identifying the problem. A problem is outlined, acted out, and then discussed. In this sequence, the teacher introduces role play and the topic. The role play is to act
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for sake of language learning. It will be enjoyable and exiting experience which be seen as an essential part of learning rather than a mere entertainment.
2 Warming Up
In the warming up, the teacher creates an atmosphere of acceptance where all feelings, views, and behaviors can be explored. Examples from real life or books
are illustrate the situation. Questioning and conversation practice are needed. The warming up is also designed to motivate the students in the role play. The warming
up focuses on some degree on a problem which confronts the students. It is necessary to develop interest and enthusiasm about the focus of the role play
activity. It is also to reduce the students’ anxiety about entering into a role play situation.
3 Setting the Stage by Explaining the Situation, Describing Participant roles, and
Audience Roles Some students are players, others are observers. Selecting roles and players.
Individuals involve with the problem or who have strong feelings about the situation may volunteer. You might suggest people who you think will be best able to present
or typify the problem. In this sequence, analyzing the roles and assist selection of role players are needed. The setting should be sketched. The information about
situation is also needed. The other participants can observe the role play. The guidelines are provided for observers for measuring effectiveness. They may give
their comments afterwards. In order to obtain the best results, plan to succeed. 4
Enactment The action should be kept fairly short until a proposed role is clear, character
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has developed, the action has expressed a viewpoint or idea, or perhaps an impasse has been reached. The role play should be an enjoyable and exciting experience.
The role plays are performed in the classroom. Every group should have a turn. 5
Analysis and Discussion In this sequence, the action is briefly reviewed. Reviewing the action of role
play involves the events, positions, realism, and speaking mastery. An exploration of the motivations and the consequences of actions is important. Then, the major
focus is discussed. Most students should feel comfortable and secure in sharing their own points of view. Consequently, discussions often become disorderly when
people are so intent on giving their own ideas that they forget to listen to others. Observers are hugely beneficial to participants’ learning. This can be the
opportunity to gain from such focused attention. The students do not only have their own response to role play but also benefit from the fellow role players
’ observations, the teacher’s point of view, and the feedback from the observers. The class should
discuss how successful the role play was. 6
Evaluation Speaking mastery is evaluated. It involves pronunciation, accuracy, fluency,
and diction. The students can evaluate their performances each other. They also should know that they are graded for the easiness in generating language.
7 Re-enactment
This sequence is the time to develop the next enactments. The observers will be the role players and vice versa. The role play enacted is the revised ones.
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8 Generalizing to the daily life of the classroom
The essence of role playing is participation in a real problem and the desire for resolution and understanding that participation brings about. Role play provides
a vehicle for students to explore feelings and gain insight into their attitudes, values, and perceptions. The teacher should relate the problem situation to real experience
and current problems. This is also the time to explore general principles of behavior identified though an analysis of the role play. Everyday life can be easily translated
into role play. The teacher and the students, with their inventiveness and life experience and with helps of newspapers, magazines, books, or other things, can
devise numerous situation.
4. Review of Related Studies
