The goal of learning English as foreign language as study purpose appears in educational systems. Students who learn English as the foreign language have a
purpose to pass the exams in the educational systems. Gebhard 1996: 3 explains, “The primary goal for children studying in the educational system is to pass
English entrance exams to enter good high schools and universities.” Meanwhile, in educational system nowadays the teaching is directed in making the learners
able to comprehend and interpret English so that they can also use the language in real communication.
In order to reach the goal of leaning English as a foreign language, teachers should be creative in their roles. The teachers’ role of teaching English as
a foreign language is concerned with many aspects. Gebhard 1996: 3 explains that teachers should concern on how to get the students speak in English class.
Therefore, the teachers should use authentic materials or tests and get the students take on their own responsibilities for their learning.
b. Interactive Learning
According to Brown 2001: 48 the essentially interactive nature of communication is at the basis of current theories of communicative competence.
In communication activity there are two factors involved, production and reception of the speaker and listener. The point is a result of interaction, of “give
and take”, as a participant in communication activity. In other words, people collaborating in the communication; talk as a form of social activity. In
conclusion, the interaction means two or more people involving in the situations and exchanging thoughts in oral or written activities to make relations.
Thus, the communicative purpose of language compels students to create opportunities of communication and interaction in the classroom. Teacher should
provide an interactive course or technique which brings students to get involved in communicative activities. As learners interact with each other through oral and
written discourse, their communicative abilities are enhanced. Burns 2002: 214 explains that motivation for interactional communication is primarily to create and
maintain social relationships, for example, casual conversation between friends. That is primarily because in reality talk in daily life is a mixture of transactional
and interactional communication. Brown 2001: 48 mentions the characteristics of interactive classes that the teachers should do. They are as follows:
1. Doing a significant amount of pair work and group work. 2. Receiving authenticity language input in real-world context.
3. Producing language for genuine, meaningful communication. 4. Performing classroom tasks that prepare them for actual language use
“out there.” 5. Practicing oral communication through the give and take and
spontaneity of actual conversation. 6. Writing to and for real audiences, not contrived ones.
Brown, 2001: 48 Based on the theory of interactive learning above, it is considered that
role-play is one of the most suitable techniques of interactive learning. Moreover, role-play has all the characteristics of interactive learning. It is suitable to
administer to the students who want to increase their speaking ability.
2. Theories of Language Teaching
