b. Experiencing the pressures that create roles Role-playing provides study material for group members on the ways in
which roles are created in, for example, a committee. It enables subjects to explore the interactions of formal structure and individual personalities in role
taking. c. Testing out for oneself possible modes of behavior
In effect, this is the rehearsal syndrome: the trying out in one’s mind in advance of some new situation that one has to face. Role playing can be used for a
wide variety of situation where the subject, for one reason or another, needs to learn to cope with the rituals and conventions of social intercourse and to practice
them so that they can be repeated under stress.
d. Simulating a situation for others and possibly oneself to learn from Here the role-player provides materials for others to use and work upon. In
the simplest situation, there is just one role-player acting out a specific role.
2. The Procedures of Using Role Play
Role play will be a beneficial technique as a means of speaking activity instruction if the teachers provide problems to solve without having procedures.
Shaftel as cited by Hidayat 1980: 30 suggests some steps in administering role play in teaching activities. They are as follows:
a. Warming up PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
This step aims to bring the real situation into the class. Teacher may first introduce a general theme of the role-play to students and asks for their reaction
and have short discussion about it. b. Deciding the Role
The teacher, then, may decide who is going to play which characters in the role play. Therefore, teacher can allocate roles according to the student’s
proficiency or at random. c. Preparing place
In this step, player design and prepare everything, which is needed included places to do the role-play. Teacher in this step may help students to
prepare it. d. Provide observer
In role-play, there should be observers. They can be students who are not doing role-play or the attendant. They have to observe the role play seriously so
that they can analyze the action and observe the accuracy, the fluency and the diction.
e. The role play In this step, students who are being the actor should act as if the situation
is real, spontaneous, and realistic. It is necessary to know that the role-plays which are acted are not too long or too difficult. Therefore, the teacher should select the
themes in accordance with students’ background knowledge and proficiency. f. Discussion and evaluation
In the discussion session, the teacher should provide some terms to observe. For example:
• The appearance of the performers. Whether they are natural or not. • The way they express their feeling.
• Behavior • Problem solving
• Diction, accuracy, and fluency. g. Repeating the role play
This repetition can be done more than once. The teacher and students may exchange their ideas or suggestion to the role play.
h. Expressing experiences The purpose of this step is trying to see the relation between the situation
and the students’ experiences in the role play. The advantage of this step is that students can apply the principle of the game and the way to solve problems if it
really happens in real life.
B. Theoretical Framework
This section summarizes and synthesizes some theories presented previously and relates those theories to the study. From the theory of interactive
language learning, it can be inferred that in learning speaking students need to interact with each other through oral or written discourse to enhance their abilities.
According to the theory, the ability to speak will be a good point for anybody in the communicative nuance. In the theory of speaking, students need to know how
