Role-play activities are considered as speaking teaching technique which has been studied by numerous researchers and educators for many years. The study just dealt with a small aspect of this technique. Hopefully, therefore, there will be further research on role-play activities. During the study, the author had come up with some points, which can be suggestions for further study:
As mentioned above, there two types of role-play activities, so a comparison should be made between the students’ speaking performance in role-play activities in scripted and unscripted role-play.
The challenges of using scripted role-play in speaking skill should be studied
55
REFERENCES
Alwahibee, M. K. 2004. Revival of role-play: The effectiveness of role-play activities in learning English as a foreign language by Saudi college students. Language & Translation, 16, 25-28.
Baker, J., & Westrup, H. 2003. Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum
Brown, H. Douglas. 2000. Principle of Language Learning and Teaching. San Francisco: San Francisco University.
Brown. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: San Francisco University.
Brown. 2004. Language Assessment: Principles and Classroom Practices. San Francisco: San Francisco University.
Byrne, Donn, Teaching Oral English: Longman Handbooks for English Teacher.
Singapore: Longman Group, 1986.
Crookal, D. and R.L. Oxford, Simulation, Gaming and Language Learning. New York: Newbury House, 1990.
Canale, M and Swain, M. 1980. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, V. 1, n.1, Pp: 1-47
Davies, P., & Pearse, E. 2000. Success in English Teaching. Oxford University Press Doff, Adrian, Teach English: A Training Course for Teachers Trainer’s
Handbooks. The British Council: Cambridge University Press Inc., 1988.
Ding, Y. & Liu, F. 2009. Role-play in English language teaching. Asian SocialScience, 5(10), 140-143
Harmer, J. 1998. How to Teach English. Addinson Wesley Longman, Inc.
Harmer, J. 2001. The Practice of English Language Teaching (3th Ed). Completely revised and updated. Essex: Pearson Education Ltd.
Harmer, J. 2007. The Practice of English Language Teaching (4th Ed). Essex:
Pearson Education Ltd.
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Haris, David P, Testing English as a Second Language, New York: Mc. Graw Hill Book Company, 1969.
Huang, I. Y. 2008. Role Play for ESL/EFL Children in the English Classroom.
Retrieved October 12th, 2012 from: The Internet TESL Journal, Vol. XIV, No. 2 February 2008 (http://iteslj.org/Techniques/Huang-RolePlay.html).
Ladousse, G. P. 1987. Role-play. Oxford University Press.McCarthy, Michael.
Vocabulary. Oxford: OUP, 1990.
Littlewood, W. 2007. Communicative Language Teaching. Cambridge:
Cambridge University Press.
Nunan, D. 1989. Designing Language Tasks for Communicative Classroom. New York: Cambrigde University Press.
Nunan, D. 1991. Language Teaching Method. A Textbook for Teachers. Prentice Hall International.
Procter, Paul (Ed), Cambridge International Dictionary of English. New York: Cambridge University Press. 1996.
Richard, J. C. 2006. Developing Classroom Speaking Activities: From Theories to Practice. Journal Watch. Volume 28 number 2 December 2006.
Rivers, W. 1968. Teaching Foreign Language Skills. Chicago: University of Chicago Press
Spratt, M. and Pulverness Alan, and Williams, M. 2005. The Teaching Knowledge Test (TKT) Course. Cambridge: Cambridge University Press.
Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
I
APPENDIX A: THE GENERAL ENGLISH TEST
I. Choose the word whose underlined part is pronounced differently from that of the others. (1p)
1. A. joy B. changeable C. guess D. imaginary
2. A. loyalty B. confident C. floppy D. constancy 3. A. clap B. anniversary C. embarrassing D. apartment 4. A. character B. church C. mutual D. which
5. A. holiday B. horrible C. house D. hour
II. Give correct form of given words for each sentence (2 p)
1. The ao dai is the ...dress of Vietnamese women. (tradition)
→ ...
2. Tet holiday is the most important ... for Vietnamese people (celebrate)
→ ...
3. The old man walked ...to the park. (slow)
→ ...
4. The boy ...asked for permission to go out with his friends. (repeat)
→ ...
5. He enjoyed...with friends and it cost nothing. (social)
→ ...
III. Complete the given sentence (3p) 1. I don’t have a pen pal.
→I wish ...
2. “Do you go to school by bicycle, Tom?” Mary asked.
→Mary asked Tom ...
3. We can solve the problem.
→The problem ...
4. Peter doesn’t have the key, so he can’t get into the house.
→If Peter ...
5. He got down to writing a letter as soon as he returned from his work.
II
→No sooner ...
6. In spite of being tired, John finished his homework.
→Although ...
IV. Read the passage and answer the following questions. (2 p)
Robert Gate comes from England. He came to Paris six months ago. He started learning French at school in London when he was eleven, so he has learned it for nearly 10 years. He has just taken an exam. If he passes the exam, he will move into the next class. He is very excited because tomorrow his parents are going to visit and stay with him for a few days.
1. Where does Robert Gate come from?
→ ...
2. When did he start learning French at school in London?
→ ...
3. Has he just taken an exam?
→ ...
4. What will he do if he passes the exam?
→ ...
V. Choose the suitable word to fill in the blank in the given passage(2 p)
Tet is the most important traditional (1)...in Vietnam. It takes (2)...from the first day of the (3)... month of the Lunar calendar ( around late January or early February ) until at least the third day. Many Vietnamese people (4)...for the Tet by cooking special holiday foods (5)... cleaning the house. There are a lot of customs practiced during Tet, like visiting a person's house on the first day of the new year, ancestral worship-ping (6)...New Year's greetings, and giving (7) ... money to children and elderly people. Tet is (8)...an occasion for pilgrims and family reunions (9)... Tet, Vietnamese (10) ...their relatives and temples, forgetting about the troubles of the past year and hoping for a better up coming year.
and, during, visit, place, prepare, first, lucky, also, festival, wishing
III
1 ... 6 ...
2. ... 7 ...
3 ... 8 ...
4 ... .9 ...
5 ... 10 ...
---THE END ---
IV
APPENDIX B: THE SCORES OF THE STUDENTS IN GENERAL ENGLISH TEST IN BOTH GROUPS
Participants Experimental
group Participants Control group
S1 3 S36 4
S2 2.25 S37 4.25
S3 4 S38 5
S4 3.75 S39 3
S5 4 S40 3
S6 4.4 S41 3.75
S7 5 S42 4
S8 3 S43 4
S9 4 S44 3.25
S10 4 S45 4.75
S11 2.75 S46 5
S12 3.75 S47 3
S13 4 S48 4
S14 3.25 S49 4.25
S15 5 S50 4.5
S16 4.5 S51 5
S17 3 S52 3.25
S18 5 S53 3
S19 4.5 S54 4.75
S20 2.5 S55 3
S21 3.5 S56 5
S22 3 S57 4
S23 4.24 S58 4
S24 5 S59 3.75
S25 5 S60 3.25
S26 4.25 S61 4.5
S27 3.5 S62 5
S28 2.25 S63 4.25
S29 3 S64 3.25
S30 4.75 S65 3.25
S31 4 S66 4.25
S32 5 S67 4.25
S33 5 S68 5
S34 5 S69 4.5
S35 3.5 S70 3
Mean 3.904 Mean 4
V
APPENDIX C
THE PRE ENGLISH SPEAKING TEST
Topics for speaking 1. Introduce yourself.
- What’s your name?
- Where and when were you born?
- What is your hobby?
2. Talk about your family.
- How many people are there in your family?
- What does your father/ mother/ sister/ brother do?
- What is your hobby?
- What does your father/ mother/ sister/ brother do in the free time?
VI
APPENDIX D
THE POST ENGLISH SPEAKING TEST
Topics for speaking:
1. Introduce yourself.
- What’s your name?
- Where and when were you born?
- What is your hobby?
2. Talk about your hobby (music/ film/ sport/ ………..) - What kinds of music/ film/ sport do you like? Why?
- When do you often listen to music/ watch film/ play sport?….
- What is your favourite singer/ film/ player?
VII
APPENDIX E
THE PRE-TEST RESULTS OF THE EXPERIMENTAL GROUP P Gram Vocab Pronu Compre Fluency Total
scores
S1 1 0.5 0.75 0.75 0.75 3.75
S2 0.5 0.25 0.5 0.75 0.25 2.25
S3 0.5 0.75 0.5 0.5 0.5 2.75
S4 1 0.5 0.5 1 0.25 3.25
S5 1 0.75 0.5 0.75 0.5 3.5
S6 1.25 1 0.25 0.5 0.25 3.25
S7 0.5 0.75 0.75 1 0.25 3.25
S8 0.75 0.5 0.5 0.75 0.5 3
S9 1.5 0.5 0.75 1 0.25 4
S10 0.5 0.75 0.5 0.5 0.25 2.5
S11 0.75 0.5 0.5 0.75 0.5 3
S12 1 1 0.25 0.75 0.25 3.25
S13 1.5 0.5 0.5 0.5 0.5 3.5
S14 0.75 1 0.5 0.75 0.75 3.75
S15 1.5 0.5 0.75 0.5 0.75 4
S16 0.75 0.5 0.75 0.75 0.75 3.5
S17 1 0.75 0.75 1 0.5 4
S18 1 0.5 0.75 1 0.5 3.75
S19 1 0.75 0.5 0.75 0.25 3.25
S20 0.75 0.75 0.75 0.5 0.75 3.5
S21 0.75 0.5 0.5 0.5 0.25 2.5
S22 0.5 0.75 0.5 0.75 0.5 3
S23 1.5 0.75 0 0.75 0.25 3.25
S24 1.5 0.5 0.25 0.5 0.75 3.5
S25 0.75 0.75 0.75 0.75 0.5 3.5
S26 1.5 0.75 0.5 0.5 0.25 3.5
S27 0.75 0.75 0.5 0.5 0.25 2.75
S28 1 1 0.75 0.75 0.5 4
S29 1 0.75 0.5 0.75 0.5 3.5
S30 1.5 1.5 0.75 1 0.5 5.25
S31 1.5 0.75 0.5 0.5 0.25 3.5
S32 0.75 0.5 0.75 0.75 0.5 3.25
S33 1.5 0.75 0.5 1 0.5 4.25
S34 0.75 1 0.5 1 0.25 3.5
S35 0.75 1 0.5 0.75 0.5 3.5
Mean 0.99 0.71 0.55 0.73 0.44 3.4
VIII
APPENDIX F
THE POST-TEST RESULTS OF THE EXPERIMENTAL GROUP P Gram Vocab Pronu Compre Fluency Total
scores
S1 1.5 1 1.25 1 1.25 6
S2 0.75 0.75 1.5 1 0.75 4.75
S3 1 1.5 1.5 0.75 0.75 5.5
S4 1.25 0.75 1.75 0.75 0.75 5.25
S5 1.25 1.75 1.25 1.25 0.75 6.25
S6 1.75 1.5 1.25 0.75 1 6.25
S7 0.75 1.25 1.75 1.25 1.25 6.25
S8 1 1 1.5 0.75 1.5 5.75
S9 2 1.5 1.75 0.75 0.75 6.75
S10 1 1.75 1.5 0.75 0.75 5.75
S11 1.25 1.5 1.25 1 1.25 6.25
S12 1.5 1.5 1.25 1 0.75 6
S13 2 1.25 1.25 0.75 0.5 5.75
S14 1.25 1.5 1.5 1.25 0.75 6.25
S15 2 0.75 1.5 0.75 0.75 5.75
S16 1 1.5 1 1 0.75 5.25
S17 1.5 1.75 1.75 0.75 0.75 6.5
S18 1.5 1.25 1.5 1.25 1.25 6.75
S19 1.5 1.25 0.75 1.75 0.75 6
S20 1.75 1 1 0.75 1.25 5.75
S21 1.75 1 0.75 0.75 1 5.25
S22 0.75 1 0.75 1.75 1.25 5.5
S23 2 1.75 0.5 1.75 0.75 6.75
S24 2 0.75 0.75 1.5 1 6
S25 1.25 1.25 1.25 1.25 1.25 6.25
S26 1.75 1.5 0.75 0.75 1 5.75
S27 1.75 1 1.5 0.5 0.75 5.5
S28 1.25 1.25 1.25 1.75 1.25 6.75
S29 1.5 1.75 0.75 1.75 1 6.75
S30 2 1.75 1 1.25 1 7
S31 1.75 1.25 0.75 0.75 0.75 5.25
S32 2 1.5 1.25 1.25 1.25 7.25
S33 1.75 1.25 0.75 1.25 1 6
S34 1.25 1.25 0.75 1.5 0.75 5.5
S35 1.25 1.5 1.25 1.25 1.25 6.5
MEAN 1.48 1.3 1.19 1.17 0.96 6.1
IX
APPENDIX G
THE PRE-TEST RESULTS OF THE CONTROL GROUP P Gram Vocab Pronu Compre Fluency Total scores
S36 1.25 0.5 0.5 0.75 0.5 3.5
S37 1 1 0.75 0.75 0.25 3.75
S38 1 0.5 0.75 0.5 0.25 3
S39 0.75 0.5 0.75 0.75 0.5 3.25
S40 0.75 0.75 0.75 0.5 0.25 3
S41 1.25 0.5 0.5 0.75 0.5 3.5
S42 0.5 0.75 0.75 1 0.75 3.75
S43 0.75 0.75 0.5 1 0.5 3.5
S44 1.5 0.5 0.75 0.75 0.75 4.25
S45 0.75 0.75 0.5 0.5 0.5 2.75
S46 0.75 0.5 0.5 0.5 0.5 2.75
S47 1 1 0.25 0.5 0.25 3
S48 1.5 0.75 0.5 0.5 0.75 4
S49 0.75 1 0.5 0.75 0.25 3.25
S50 0.5 0.5 0.75 0.75 0.5 3
S51 1.5 0.75 0.5 0.5 0.75 4
S52 1.5 0.75 0.75 0.75 0.5 4.25
S53 0.75 0.5 0.5 0.5 0.5 2.75
S54 1.5 0.75 0.75 0.75 0.25 4
S55 0.75 0.5 0.5 0.5 0.75 3
S56 0.75 0.5 0.5 0.5 0.25 2.5
S57 1 0.75 0.5 0.75 0.5 3.5
S58 0.5 0.75 0 0.75 0.25 2.25
S59 0.75 0.5 0.25 0.75 0.75 2.75
S60 0.75 0.75 0.75 1 0.5 3.75
S61 0.5 0.75 0.5 0.75 0.25 2.75
S62 0.75 0.75 0.5 1.5 0.25 3.75
S63 1 1 0.75 0.75 0.5 4
S64 0.75 0.75 0.5 0.5 0.5 3
S65 0.75 1.5 0.75 0.75 0.5 4.25
S66 1.25 0.5 0.5 1 0.75 4.25
S67 1.5 0.75 0.75 0.75 0.75 3.75
S68 0.75 0.75 0.5 1.5 0.5 4
S69 1.5 1 0.5 0.75 1 4.75
S70 0.75 1 0.5 0.75 0.5 3.5
S71 0.75 1 1 0.75 0.25 3.75
S72 0.5 0.5 0.5 0.75 0.75 3
S73 0.75 1 0.5 1.25 0.5 4.25
S74 1.5 0.5 1 0.5 0.5 3
S75 1 0.5 1 0.75 0.75 3.5
Mean 0.94 0.73 0.6 0.75 0.5 3.52
X
APPENDIX H
THE POST-TEST RESULTS OF THE CONTROL GROUP P Gram Vocab Pronu Compre Fluency Total scores
S36 1.5 0.75 0.75 1.25 0.75 5
S37 1.25 1.25 1 0.75 0.25 4.5
S38 1 0.5 0.75 1.25 0.5 4
S39 1.75 0.5 1 1 0.5 4.75
S40 1 1 0.75 0.75 0.5 4
S41 1.5 0.75 0.75 1.75 0.75 5.5
S42 0.75 0.75 0.75 1.25 0.75 4.25
S43 0.75 1 1 1.25 0.75 4.75
S44 1.5 0.5 0.75 1.25 0.75 4.75
S45 0.75 1.5 0.75 0.75 0.5 4.25
S46 0.75 0.5 1,25 0.5 0.5 2.25
S47 1.5 1.25 0.25 0.5 0.25 3.75
S48 1.5 0.75 0.75 0.75 0.75 4.5
S49 1.75 1 0.75 1 0.25 4.75
S50 0.5 0.75 1.5 1 0.5 4.25
S51 1.5 0.75 0.75 0.5 0.75 4.25
S52 1.5 0.5 0.75 0.75 1 4.5
S53 0.75 0.5 0.75 0.5 1 3.5
S54 1.5 0.75 0.75 0.75 0.5 4.25
S55 0.75 1 0.5 0.5 0.75 3.5
S56 0.75 1 1.25 0.5 0.25 3.75
S57 1 0.75 0.5 0.75 0.75 3.75
S58 0.5 0.75 1 0.75 0.5 3.5
S59 0.75 1 0.25 0.75 1 3.75
S60 0.75 0.75 0.75 1.25 0.5 3.97
S61 0.5 1.5 0.5 0.75 0.25 3.5
S62 0.75 0.75 0.5 1.5 0.25 3.75
S63 1 1 1 1 0.5 4.5
S64 0.75 0.75 0.75 0.75 0.5 3.5
S65 0.75 1.5 0.75 1.25 0.5 4.75
S66 1.25 0.75 0.5 1.25 0.75 4.5
S67 1.5 1 1.75 1 1 6.25
S68 0.75 0.75 0.5 1.5 0.75 4.25
S69 1.5 1.25 0.5 0.75 0.75 4.75
S70 1.75 1.5 0.75 1 0.5 5.5
S71 1.75 1.25 1.25 1 0.25 5.5
S72 1.5 0.75 0.75 0.75 0.75 4.5
S73 1.75 1.25 1 1.25 0.5 5.75
S74 1.5 0.5 1.25 0.75 0.75 4.75
S75 1.5 0.75 1.25 0.75 1 5.25
Mean 1.15 0.89 0.79 0.93 0.61 4.35
XI
APPENDIX I
Role-play activities evaluation form
Student Name: 1 ……….. 2. ………
1 = poor 2 = average 3 = good 4 = very good 5 = excellent Score = Sum [(Score of each item *4)/10]
Scoring criteria Student 1 Student 2 Grammar
Vocabulary Pronunciation Comprehension Fluency
Total score
XII
APPENDIX J
DESCRIPTIONS OF CRITERIA LEVELS (ROLE-PLAY ACTIVITY)
CONTENT
5 The task is completed. It is also clearly and effectively performed.
The task is completed. It is generally performed clearly and effectively.
The task is partly completed and performed somewhat clearly and effectively.
The task is generally not performed clearly and effectively.
The task is not performed clearly and effectively.
4 3
2 1
VOCABULARY
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.
3 Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary make comprehension quite difficult.
1 Vocabulary limitations so extreme as to make conversation virtually impossible
FLUENCY
5 Speech as fluent and effortless as that of a native speaker.
4 Speed of speech seems to be slightly affected by language problems.
3 Speed and fluency are rather strongly affected by language problems.
2 Usually hesitant; often forced into silence by language limitations.
1 Speech is so halting and fragmentary as to make conversation virtually impossible
XIII
COMPREHENSION
5 Appear to understand everything without difficulty
4 Understands nearly everything at normal speed, although occasional repetition may be necessary.
3 Understands most of what is said at slower-than-normal speed with repetition.
2 Has great difficulty following what is said. Can comprehend only
"social conversation" spoken slowly and with frequent repetitions.
1 Cannot be said to understand even simple conversational English.
PRONUNCIATION 5 Has few traces of foreign accent.
4 Always intelligible, though one is conscious of definite accent.
3 Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding
2 Very hard to understand because of pronunciation problems. Must frequently be asked to repeat.
1 Pronunciation problems so severe as to make speech virtually un intelligible.
(adapted from Harris, 1969)
XIV
APPENDIX K SAMPLE LESSON Unit 13: Films and cinema
Part B: speaking Time: 45 minutes I. Objectives:
1. Knowledge:
- By the end of the lesson, students will be able to:
Express their attitudes about film, using attitudinal adjectives.
Express preferences.
Talk about the plot of a film based on prompts.
Get knowledge about some kinds of films.
2. Skills:
- Fluency in expressing opinion and talk about favourite films.
II. Preparation.
1.Teacher : lesson plan, textbook, projector...
2. Students: textbook, notebook, ...
III. Anticipated problems.
- Students might not have sufficient vocabulary to talk about the topic - They might also have difficulty with the structure “ sb find sth + adj”
and confuse between Adjectives ending in “ing” and “ed”.
- They might forget grammatical structure or vocabulary so they feel that it’s difficult to express their opinions.
- They may feel timid and uninteresting so they don’t want to ta ke part in the lesson.
- Student may make noise when playing game and moving around to interview their friends.
IV. Procedure.
1. Organization (1m): greeting, checking attendance.
2. New lesson.
XV
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
4ms
6ms
I. PRESENTATION Activity 1: Warm-up - Ask sts some questions:
“What do you do in free time?”
“Which program do you watch?”
(If students don’t answer “film”, teacher will suggest “what about film?”)
“What was the film’s name?”
“How often do you watch it?”
“Do you like watching film?” Why
-Lead in “there are many reasons to like or dislike a film. Today, we will practise speaking about why you love or hate a film.
We start our lesson today, unit 13: films and cinema. Part B: speaking”.
Activity 2: Pre-teach vocabulary and Grammar
“Well, we have just known how much other like some kind of film, now do you want to know why they like or dislike some kind of film, so we will move to task 2”.
- Ask students to brainstorm all the adjectives that can be used to describe films.
- Give suggestion by showing some emotion icons to describe adjectives.
- Listen to the teacher and answer questions.
* Expected answer:
- Watched TV - Film
- My princess, etc - Twice a week, etc.
- Yes. I do because it is interesting
- Listen carefully and play game.
XVI
Note: Ss may confuse these adjectives with their “ed” counterparts, so T should be ready to explain the differences (eg. I’m interested in action film/ Action films are interesting) - T explains the meaning of some adjectives if necessary
- Introduce the structures Sb finds st/sb + adj which can be used to express one’s opinion about something or someone.
eg: I find horror films interesting.
- Get sts to make sentences with the structure.
- T elicits the expressions of agreement and disagreement.
- Show the table on the screen.
Agreement Disagreement -I agree with you
-Yes, exactly!
-Right!
-Sure!
-I don’t think so -Yes, but...
-Do you think so?
-You can’t be serious!
-You must be kidding!
- Introduce the structure:
Noun Noun Prefer + + to + V-ing V-ing Ex: I prefer science fiction film to thriller.
He prefers watching TV to listening to
- Check with teacher
* Expected answer:
+ Yes
+ Boy over flower, etc + Because it’s romantic, etc.
-Listen and write down on notebook.
XVII 8ms
15ms
10ms
radio.
- Let ss to give some more examples
Activity 3: Preparation time for scripted role-play
- Ask ss to work in group of 3 to make an interview to ask and answer about the kinds of film they like, reasons, and the kind of film they prefer
II. PRACTICE
- Ask ss to act about their roles in front of the class
- Give feedback III. PRODUCTION
“Talk about a film they have ever seen.”
- Instruct sts to work in pair, ask and answer questions about a film they have seen, using the suggestion given in the textbook.
- Give sts an example (show on screen) A: can you tell me a name of the film you have seen?
B: It’s “Bong dung muon khoc”
A: Where did you see it?
B: I saw it on TV
A: What kind of film is it?
B: It is love story film.
A: Who are the main characters?
B: They are Bao Nam and Truc.
A: How do you feel about it?
B: It is interesting.
-Listen to teacher’s instruction.
-Work in groups of 3 to prepare the conversation in the interview.
- Report in front of class - Listen to teacher
- Make conversation
XVIII 1m
A: Why do you prefer it to other film?
B: because It is very moving and amusing.
- Call on some pairs to make conversation.
- Check Homework
- Ask ss to practice the dialogues in the lesson again
- Prepare the new lesson
- Present their works - Listen to teacher
- Listen to teacher