Alex: ask her out, Dave . Then you‟ll know.
“Maybe I should ask Amy to go with me. But, if she does not like me
, she will say no. maybe she‟ll get angry. Alex: so-did you ask her out?
Dave: no way Alex: come on, Dave
. She‟s a girl, not a monster. Dave: ha, ha
Alex: look, if you do not try, you will never know her, will you? Dave: um, I was thinking, maybe………..
f. Role Play
Role play can be set up so that the students are structured. The use of role play in teaching and learning process can give the students an
opportunity to practice communication in different social context and in different social roles.
For instance, the students think one of the conditional sentence type 1 in the form of a question such as, “what will you do if you meet a Gorilla
in the jungle?” and ask that question to other students and the students
must answer in 10 seconds, if the student can no answer in 10 seconds, the student must write 3 possible answer from that question on the whiteboard
correctly. From that example, the teacher‟s role is being monitor whether the students‟ answer are correct, then after all the student get turn, the
students make a dialog in pair based on the statement written above and demonstrate it in front of the class.
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g. Work Discussion
Group work is particularly useful in the transaction of knowledge and also very effective for developing foreign language. This technique
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Herbert Puchta and jeff Stranks, Teacher Resourches, Cambridge University Press, 2007
seems to be most appropriately in EFL classes in which the main objective of the instruction is the development of communicative competence.
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So, it has two potential roles. One is to increase the intensiveness of accuracy
work-and this may also perform the function of giving learners experience of group activity in clearly organized system, so that they become used to
the concept and do not feel threatened by the greater freedom later to be afforded by fluency-based group activity.
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20
Nuril Huda, Language Learning and Teaching: Issues and Trends, Malang: IKIP Malang publisher, 1998, p. 85
21
Cristopher Brumfit, Communicative methodology in Language Teaching, Cambridge: Cambridge University press, 1984, p. 78
