Applying role play in teaching speaking english at ha trung high school

Helping students at Ha Trung High school learn English speaking betterthrough the role-plays.. Role play is very important in teaching speaking because it gives students an opportunity t

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA

HA TRUNG HIGH SCHOOL

THANH HOA - 2020

1.1 The reason for choosing the topic

1.2 The purpose of research

1.3 Study subjects

1.4 Research Methodology

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2 Contents of the initiative experience

2.1 Rationale of the initiative experience

2.2 Situation of the problem before applying the

initiative experience

2.3 The solutions were used to solve the problem

2.4 The effect of initiative experience for educational

activities, with myself, the colleagues and the school

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1 Introduction 1.1 The reason for choosing the topic.

Advance in information technology and changing job market demandpeople to be able to speak English as an international language In response tothis, some schools open international classes or apply bilingual system Thus,English as a foreign language is considered to be an important subject at schools

in Indonesia

One of the skills that have to be taught in teaching English is speaking Byspeaking, people will be able to communicate with others or to transferinformation In mastering speaking skill, students must study three components

of it, such as pronunciation, grammar and vocabulary Therefore, teachersshould have good proficiency in these areas and become a model of speaker, becreative to find the way of teaching which is more interesting for their students.Besides, teachers should also motivate and encourage them to speak as often asthey can To solve these problems, the teacher should find many activities tocreate better circumstances

Based on the above reasons, role play could be the right technique inteaching speaking It gives students an opportunity to practice communicating indifferent social roles and it also gives more fun for them Additionally, it givesstudents an opportunity to involve themselves as another person or play like in adrama By giving them roles in learning English, teachers can make their studentenjoy studying with their peers in the class with regards to CommunicativeLanguage Teaching (CLT)

1.2 The purpose of research.

Helping students at Ha Trung High school learn English speaking betterthrough the role-plays

1.3 Study subjects.

Research subjects are students in grade 11 of Ha Trung High School,school year 2018-2019

1.4 Research Methodology

Research methodology through the documents: Book of Applied

Informatics, Internet, textbooks 11, teacher books, exercise books and relateddocuments

In conducting this research, an approach has been chosen Regarding tothis study, the approach used is qualitative method In qualitative method a lot ofreading must be done such as by collecting the data from the library and doingobservation in the classroom

In this study, the data is analyzed through descriptive qualitative method

by doing observation, interviewing teachers, and giving questionnaires

In this research focuses on one case that is speaking which occurredwithin the class environment in role play activities

2 Contents of the initiative experience 2.1 Rationale of the initiative experience

In learning speaking skill, the students often find some problems Theproblem frequently found is that their native language causes them difficult touse the foreign language Other reason is because of motivation lack to practicethe second language in daily conversation They are also too shy and afraid totake part in the conversation Many factors can cause the problem of thestudents’ speaking skills namely the students’ interest, the material, and themedia among others including the technique in teaching English Manytechniques can be applied including role play because many research findingssay that this technique is effective to use in teaching speaking

In this writing, I would like to recommend a more practical way ofteaching speaking in high school classrooms; that is using role-plays andsimulations Role-plays, or simulations are one of the ways ESL instructors canease students' transition into using English in real world situations A simulation

is where students act out a real-life situation, for example checking into at ahotel, but do not act out a different personality Role-plays are where studentstake on different personalities In a role-play, for example, one student may beasked to take on the role of "an angry neighbor" which is out of character for thestudent

Role play is very important in teaching speaking because it gives students

an opportunity to practice communicating in different social contexts and indifferent social roles In addition, it also allows students to be creative and to putthemselves in another person’s place for a while

However, in fact, many teachers are still not boldly applying role playing

method to students This situation has many causes, in which I would like tomention a few main reasons such as:

- Limited class time

- Limited access to resources

- Constraints by the demands of the curriculum

- Lack of social skills or unwillingness to participate

2.2 Situation of the problem before applying the initiative experience.

2.2.1 For the teacher:

Most teachers understand the importance and benefits of role-playing ,especially for high school students But until now there remain many teacherswho are fearful of using this method because they think it will take time toprepare a period of teaching and it is costly and complex

Most teachers feel that they can not control the atmosphere in classrooms

so that it does not affect the other ones, which means that it makes so muchnoise that the principle will criticise them

2.2.2 For the students:

Many students also said that, they did not have enough confidence to participate

in team learning Besides, they also find it difficult to present their ideas

Besides equipment for the service of studying English at their home arenot available to use

2.3 The solutions were used to solve the problem.

2.3.1 Role play procedure in classroom.

Role play in this distance learning class allows the objectives of thecourse to be met in the limited time, through an integrated approach whichallows the practice of language skills, content and interaction skills andstrategies.The teacher's role in giving clear instructions was equally important.The learners were asked to get into groups of five and choose a leader for eachgroup All the reports were given to the leaders who assigned individual roles toeach group member They were asked to improvise the message in the reportswhich were not too structured and to find a structure that fits into a real lifesituation.Apart from that, the learners were asked to jot down in a diary, journal

or log book, their feelings, comments, thoughts and perceptions about aparticular learning experience related to the role play Such entries could provideopportunities to the learners for self-reflection and self- observation

There are six major steps in the procedure:

+ Decide on the teaching materials.The teacher must decide whichteaching materials will be used for role play activities The teacher can taketeaching materials from textbooks or non-textbook teaching materials such aspicture books, storybooks, readers, play-scripts, comic strips, movies, cartoons,and pictures The teacher selects the material ahead of time The teacher canalso create his or her own authentic teaching materials for role play activities.The teaching materials should be decide based on students' level and interests,teaching objectives and appropriateness for teaching

+ Select situations and create dialogs, then a situation or situations to berole played should be select For every role plays situation, should be providing(by the teaching materials or by the teacher) or created by the studentsthemselves

+ Teach the dialogs for role plays, the teacher needs to teach thevocabulary, sentences, and dialogs necessary for the role play situations Theteacher needs to make sure the students know how to use the vocabulary,sentences, and dialogs prior to doing the role play activities, otherwise, theteacher should allow students to ask how to say the words they want to say

+ Have students practice the role plays, students can practice in pairs or

in small groups After they have played their own roles a few times, have themexchange roles That way, students can play different roles and practice all of thelines in the role play When students are confident enough to demonstrate orperform in front of the class, the teacher can ask them to do so for theirclassmates

+ Have students modified the situations and dialogs, once students havefinished and become familiar with an original role play situation, they canmodify the situations and/or dialogs to create a variation of the original role

+ Evaluate and check students' comprehension, the teacher shallevaluate the effectiveness of the role play activities and check if students havesuccessfully comprehended the meanings of the vocabulary, sentences anddialogs There are several ways to do student evaluations Students can be givenoral tests relating to the role plays Example oral tests can include students areasked to answer some simple questions relating to the role plays or students areasked to act the role plays

The above procedures do not mean an exact to be used It is flexible;teacher can create or develop procedures which is appropriate and suitable withtheir own class

2.3.2 Some principles of using and managing role-plays

- The more engaging the better The value of role-plays come fromstudents immersing themselves in the material

- Choose a 'hot' topic and stage a debate Assign students positions on thetopic (for/against) This will get students out of their personality and into therole where they do not have the same inhibitions

- Preparation is very important to success Give students 'personalitycards' which sketch out their personal characteristics or scenario Dividestudents into groups and give them time to sketch out various scenarios, and goover extra or special vocabulary, ask them to discuss how they will act, thinkabout the character and plan what they will say For example, what are possibleresponses/replies for the angry neighbor?

- The teacher, as facilitator of the role-play must support students in theirrole, i.e they 'are' in the backyard arguing over the fence Don't do anything tointerrupt the pretend environment Leave grammar correction to the end.Correcting students in the middle of an argument interrupts the pretendenvironment Make notes and do a debriefing after

- Exaggeration is good! Encourage students to exaggerate their actions,opinions and movements Exaggeration helps students immerse themselves inthe role

- Stage a rehearsal first Have students practice their role in small groupswith coaching from the other students

- While the role-play or debate is in progress, have other students suggestvocabulary first, and act as backup if they do not know

Role-plays are unpredictable which makes them both a valuable learningtool and at the same time difficult to manage Sketch out the various routes therole-play can take from the initial scenario This will give you some idea what

to expect and avoid any surprises

Role-plays can range from 30 minutes to one hour

2.3.3 Some practical examples of applying role-play in speaking lesson at

Ha Trung High school

Unit 1: Friendship (English 11)

Matchmaking roleplay

Duration: 15–20 mins

Aim: Oral fluency practice

Requirements: Lots of space

Summary: Each student is given a "child", and tries to pair him/her up with a suitable partner.

Introduction

The students are initially organised into groups, with each group memberreceiving a different information card describing their son or daughter But theactual speaking is done on a one-to-one basis, with the students mingling in theirgroup and talking to the other "parents"

Groups contain 8 to 10 students, so this mingling requires a classroom withlots of space, and preferably no desks to obstruct movement

Explain that we are going to give each student a son or daughter! Tell them

to read the card and imagine what the person is like: do you think they areromantic? Friendly? Humourous? Hard-working?

Give out the cards and allow some time for reading (If there are somegroups of eight, simply give them four male and four female information cards) Explain that the students can add extra details that aren't on the card Forexample, does your child have a car or a motorbike? Is he/she clever? Toencourage this, give the students an extra minute to think of one detail to add Now explain that each person should talk to the "parents" of potentialhusbands/wives They should only speak to one person at a time Once they haveheard about all the potential partners, students should agree on how to matchthem up Check:

- If you have a daughter, who do you talk to? (parents of sons)

- Do you talk in a group, or in pairs? (pairs)

- If you have a daughter, then do you have to speak with everyone in your groupwho has a son? (yes)

- When you have spoken to everyone, what do you do? (agree on the couples)

If some groups finish early, you can tell them to think of reasons why thecouples they have matched up are suitable

Have a feedback session at the end, perhaps writing the results on the board

Your son, Tony, is a young doctor

who often works long hours at the

hospital He is a quiet, thoughtful

person

Your daughter, Sue, works at a

restaurant She enjoys her jobbecause she likes talking to people.But she also wants to get marriedand have a child

Your son, Paul, enjoys many sports

such as football, basketball, and

mountain climbing He works for a

small company He would like a

wife, but not children

Your daughter, Julie, owns a

bookshop and is often very busy.Although she is young, the workersrespect her, and she is verygenerous to them

Your son, David, has an important

job at the bank Your family is quite

rich, so David is used to good

clothes and expensive holidays

Your daughter, Jenny, is studying

chemical engineering at a topuniversity She loves going torestaurants, watching movies, andtravelling

Your son, Martin, has a job as a

gardener but he thinks his work is

boring In his spare time he paints,

and enjoys reading poetry

Your daughter, Ingrid, is a shy girl

who works at a nearby factory.She’s an excellent piano player, andusually plays for at least an hourevery day

Your son, Edward, is studying

business at college He talks a lot,

and is very confident (in fact some

people think he is a bit bossy)

Your daughter, Emma, is a pretty

girl who dreams of becoming amovie actress She enjoysshopping, especially with herfriends

Unit 9: The Post Office (English 11)

Role-play: I need to mail this letter to Mexico

Materials

+ Post office customer activity sheet

+ Post office clerk activity sheet

+ Post office rate sheet

+ Customer errands sheets

Purpose and audience

This role-play is intended for false beginners who are working in the postalindustry or need some survival travel English skills The role-play includes thelanguage for talking about delivering letters, parcels, packages, and postcards.The role-play also presents an opportunity to go over numbers used for dollaramounts such as $12.95 or $42.00 As well teachers can go over talking aboutthe time something takes such as 2-3 days (read two to three days or betweentwo and three days)

Warm-up

As one possible warm-up, I bring a letter and a parcel into class and tellthe class that I have to deliver these I ask where the post office is After I getdirections, I tell them I'm worried because the letter is a very important letterand I don't want it get lost in the mail or I tell them it's my friend's birthday nextweek and I want the parcel to get there on time I see what responses this elicits.Hopefully, somebody will suggest I use a courier or special delivery Then wetalk about rates and schedules writing down expressions on the board as needed Another possible warm-up is to give the parcel and letters to the studentsand then start the class with: Welcome to Chris's Post Office How can I helpyou?

If the students simply say that they want to mail the parcel, I counterwith: That'll be $1000 dollars please (or you could use an outrageous amount inthe local currency) Hopefully, this will draw a shocked response and theyshould start inquiring as to why it's so expensive I tell them it's because itssuper speedy delivery This should get them to inquire about other morereasonable options, which is a big part of the role-play

Class set-up for role-play:

The students are divided into customers doing errands at the post officeand post office clerks The customers need a customer activity sheet and anderrand list Post office clerks need a post office clerk activity sheet and acomplete schedule of postal rates I usually have a row of desks with all of thepost office clerks on one side and all of the customers sitting on the other

Class activity:

Customers go from post office to post office mailing one item on theirerrand list at a time While doing this, they should record the prices and deliverytimes on the customer activity sheet Post office clerks wait for customers tocome into their post offices The clerks then give the customers the requiredinformation and fill out their postal clerk activity sheets

POST OFFICE RATES Argentina

$29.50 4-6

days

days

weeks $17.50 1-2weeks $29.50 6-8days Postcard