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Chapter 2:
1. Speaking
1.1 Definition of Speaking
Speaking can be defined as communication of opinions, expressions, feelings,
ideas etc. through mouth. Speaking has been defined in different words by
different writers as according to Chaney, it is process of building and sharing
meaning through the use of verbal and non-verbal symbols.
While another expert, Theodore Huebner said language is essentially Speech
and speech is basically communication by sounds. And according to him,
speaking is a skill used by someone in daily life communication whether at
school or outside. The skill is acquired by much repetition; it primarily a
neuromuscular and not an intellectual process. It consists of competence in
sending and receiving messages.
From the above definition, it can be inferred that speaking is expressing ideas,
opinions, or feelings to others by using words or sounds of articulation
in order to inform, to persuade, and to entertain that can be learnt by
using some teaching learning methodologies.
1.2 Importance of speaking skills
Speaking is the most essential and common form of communication even if you are
illiterate, you will have to speak and that makes it the most difficult
communication skill as a teacher has to teach speaking skills to every kind of
person, some will be liberate and others will be modernly educated. It is the most
productive skill in oral mode. Speaking in other language after a period of time
becomes hard for students. Speaking also requires attentive hearing skills and
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What is speaking?
What is role play?
What are the problems encountered by students in practicing
speaking?
b. Limitation of Problem
To clarify the problem, I have tried to find a solution to limit those problems in the
use of role play activities in teaching speaking, the basic concept of speaking, some
types and procedures in using role play.
c. Formulation of Problem
Are the scores of speaking taught by using role play better or not?
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b.
c.
d.
e.
A teacher should keep a discussion at the end of the lesson. In the discussion
Teachers should get every student involved in giving his opinion, ideas and
experience about the lesson. Before starting of discussion, teacher should set
a purpose of discussion and then ask his students to comment upon the topic.
It will keep the student busy in thinking that what they should say about the
topic or lesson and in this way they will avail their time in beneficial activity
instead of chatting with each other.
Simulations
Simulations are more interesting activities than others as in this activity
student perform roles in a more realistic way, for example if they are going
to perform a role of doctor they will bring a stethoscope with them and
pretend like a doctor. They create a realistic environment and participate
more enthusiastically.
Information Gap
Information gay is kind of activity where students are supposed to be
working in pairs, they will have information piece that is different from each
other and they will have to share the information with one another.
Information gap is a group activity and increases sportsman spirit along with
other functionalities.
Brain Storming
Brain storming works in way that student is given a piece of word or product
and he has to produce ideas in limited time and model them accordingly,
they can vary from classroom ideas to mechanical projects to library ideas. It
helps in critical thinking and decision making as well as enhancement in
analyzing abilities and explaining abilities of a student.
Storytelling
Storytelling has been one of the most important part of rural life in past but
it is best way to enhance speaking skills of students, teacher can ask student
to tell everyone his favorite story or short story, can alternatively ask them to
write a story and ask them to read it. It will be a great experience for both
teacher and student as teacher will be able to learn how the student thinks
and student will be able to give life to his imagination and later explain his
ideas to everyone.
Story completion
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Role Play
1. Definition Role Play
In Cambridge International Dictionary of English, role defined as the
person whom an actor represents in a film or play, while role play is a method
of acting out particular ways of behaving or pretending to be other people who
deal with new situations. It is used in training courses language learning and
psychotherapy ((Ed), 1995).
In this case, Gillian Porter Ladousse illustrated that when students assume
a role, they play a part (either their own or somebody elses) in specific
situation. Play describes that it was taken out in a safe environment and
students were inventive and playful as possible (Ladusse, 1995).
The role play has been defined in many terms, for oxford, it has been
interchangeably used in terms for simulation, role play simulation and role play
game. Simulations are inflexible, lengthy and complex as compared to roleplays. Role plays are relatively simple and organized events and highly flexible
with high initiative purpose and imagination behind them.
In defining role play, Donn Byrne gave comments that role play is a part
of drama activity. In details, he described that there are three terms to
cover the drama activities. They are mime (mimicry-memorization), role play
and simulation. He distinguished the terms as follows:
a. Mime, the participants perform actions without using words (although
as we shall see, this activity leads naturally on to talk)
b. Role play, the participant interact either as themselves in imaginary
situations
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Chapter 3
Literature review
Fog (2001) states of a college professor, who experienced that his history classes
were not absorbing the students and were much wearisome. He detected that
students were much more attracted to the material considering role-play type game
for one semester. Role-play, as a teaching strategy, offers several benefits for both
teacher and student. First, student curiosity in the subject is elevated. Research has
shown that integrating experiential learning activities in the classroom increases
interest in the subject matter and understanding of course content (Poor man,
2002, pg. 32). Secondly, there is amplified participation on the part of the students
in a roleplaying lesson. Students are keen and are taking an active part rather than
inactive receivers of the instructors knowledge. Poorman (2002) observes that
true learning cannot take place when students are passive observers of the
teaching process.
One student at Barnard College who was enrolled in a role-playing history class
said, This class tricks you into doing so much work (Fogg, 2001). The result of
the involvement is amplified learning (Fogg, 2001). A third benefit of using roleplaying as a teaching strategy is that it teaches empathy and understanding of
different perspectives (Poorman, 2002). A student taking on a role of a character is
a typical activity, which requires a typical setting for learning and acting as that
individual. Poorman (2002) found a significant increase among students in feeling
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Educational advantages of role play are given by Mark Sutcliffe who is faculty in
the University of the West of England and are stated under as
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Chapter 4
Data analysis
Researcher taught a 50 students class at BS level dividing them in two groups of
25 students each. The first group was taught by the conventional method of
teaching that included textbook reading or asking one student to read from
textbook and others to listen. The method showed that students who were given
textbooks to read from, failed in real life speaking and couldnt communicate when
exposed to real life conditions .it shows how our conventional teaching method is
making students parasites who are totally dependent on their teachers who use
spoon feed method.
On the other hand second group was taught by role playing activity. To improve
vocabulary, speaking and pronunciation of student, researchers used scripted role
plays.
The main purposes of the activity was to focus on students fluency during
speaking. Fluency is described by scrivener (2005,160-162) as the process of
improving speaking in which a competent speaker helps a less competent
speaker.as its all about correction of students mistakes so the role of teacher is
significant during the activity.to get fluency in students speaking teacher has to
concentrate on their mistakes and devote time to correct their mistakes. Researcher
kept on noticing the students mistakes carefully and instead of interfering during
the activity she corrected their mistakes at the end using white board so that all of
them should know their mistakes as well as they could learn from others mistakes.
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Activity 1:
Level: BS level students
Objective: to motivate students in fluent speaking and sharing their opinions.
Researcher asked students to imagine its their first day at their college. they have to
get themselves introduced to their new fellows and take their introduction as well.
Researcher provided them with some of the vocabulary they have to use in their
conversation. Researcher wrote these words on
whiteboard(name,background,previous exams marks,reasons for chosing this
college)students used this vocabulary and conversed with their fellows.
A: Hi good morning!
B: hello good morning.
A: its your first day at college?
B: yes I came today. What about you?
A: mine too.
B: what are your subjects? Medical or engineering?
A: I am going to study engineering; I have always been good at mathematics so I
choose to study mathematics further. I think I can perform better in engineering.
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Q no 1: did u find role play effective than other traditional methods of teaching?
Options
responses
Agree
35
Disagree
Neutral
10
Discussion:
purpose of this question was to know whether students liked role play method as
compared to other traditional ways of teaching that focus on cramming rather than
making students able to speak in that language by themselves. Majority of the
students opined that they are contented by role play method. This shows the
effectiveness of role play.
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Q no 2:
Did role play helped you in improvement of speaking English ?
Options
responses
Agree
30
Disagree
10
Neutral
10
Discussion:
Purposes of this question were to know whether students got any improvement in
their English speaking or not after role playing activity. Most of the students
replied positively which shows that role play is beneficial for learners.
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Q no 3:
responses
Agree
45
Disagree
Neutral
Disscussions
Purposs of this question was to know how much have students improved their
confidence through role play method.it was significant method to improve their
confidence as they were unable to speak before role play because they were not
given the chance to speak in classroom.results of this question shows that it was
90% effective.
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Q no 4:do you find any improvement in your vocabulary after role play?
Options
responses
Agree
40
Disagree
Neutral
Discussions
Purpose of asking this question was to know wether students have got
improvement in their vocabulary or not.while teaching in traditional way they were
not exposed to speaking and asking for vocabulary to their teacher but in role play
they were provided with the essential vocabulary to use in role play so they get
many new vocabulary to learn.results show that majorty of them gave positive
responses.
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responses
Agree
45
Disagree
Neutral
Discussions
Purpose of this question was to know that which method according to students
point of view is more accurate to teach speaking.so most of the students opined
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Q no 6: does your teacher help you in improving your speaking skills and your
other problems during role play and after it?
Options
responses
Agree
30
Disagree
15
Neutral
Discussions
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responses
Agree
37
Disagree
Neutral
13
Discussions
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responses
Agree
Disagree
50
Neutral
Discussions
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responses
Agree
25
Disagree
10
Neutral
15
Discussions
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responses
Agree
43
Disagree
Neutral
7
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Q no 11:are you provided with enough time in class for speaking activities?
Options
responses
Agree
12
Disagree
36
Neutral
2
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responses
Agree
44
Disagree
Neutral
6
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Q no 13.do you think that role play should be used at every level to improve
speaking skills?
Options
responses
Agree
47
Disagree
0
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Discussions
Researcher asked this question as nothing is learnt without intrest.to know wether
students find role play interesting for learning speaking or not.do they learnt well
with role playing as its more interesting and they can speak of their own choice
whatever they want to.their responses shows that it should be used in even early
grades as well as on higher levels in education because practice makes perfect.
Chapter 6:
CONCLUSION AND SUGGESTION
Conclusion:
Based on the research, the writer concludes that:
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B. Suggestion
The success in teaching doesn.t depend on the lesson program only, but
more important is how the teacher presents the lesson and uses various techniques
to manage the class more lively and enjoyable. Regarding to the teaching
speaking by using role play, the writer gives some suggestion for the teacher and
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