Improvement of Speaking Skills: Role Play.

Improvement of English Speaking Skills
Through Role Play Technique

Improvement of English Speaking Skills through Role Paly Technique
Chapter 1
1. Introduction
English is undoubtedly the most popular and essential language in the world. Since
the technology revolution, everyone has been using English as a communication
medium. There are very few people who are unfamiliar with English nowadays.
About all the countries in the world have focus on English as communication
language because it has taken shape of universal communication medium! Almost
all the people from many different countries around the world use it for
communication. English has been always interesting mainly because of its
importance to traders from all over the world. Nowadays, you cannot imagine
traveling international without knowledge of English language. A person is judged
by its language capabilities and English is the prime language for communication.
Nowadays the target of English teachers has shifted from teaching about English
language to teaching the English language, reason is because of practical nature of
the subject and nowadays speaking skills are being highlighted more than any
other part of skill set in English language. The shift of focus is now on
development of communicative abilities and how to polish them to match
international level of English communication.
Communicative skills of any language consist of four basic parts i.e. listening,
speaking, reading and writing. All these parts should be well polished of a person if
he wants to communicate on international level. The reading and listening are
categorized under receptive skills whereas productive skills hold speaking and
writing in its categories. Whatever oral or written, these skills should be well
constructed
. The topic of this research revolves around speaking skills and how to improve
them. What are the basic focus areas that can improve speaking skills as they are
the most important skill required in daily life and without speaking skills, English
language skills of a person will be valued as null.
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Speaking skills of any language cannot be learned through use of grammatical
rules, subject position and sentence structure or any rules but it requires more of
practice and encounters of communication in daily life. One may improve writing
skills through reading and learning of sentence structure but without practice one
cannot speak properly hence failure to communicate will every time an
inexperienced person will try to communicate. There are several ways to improve
learners speaking abilities such as you can put learner in such condition where he
has to communicate using English only. Classroom can be a great example of
learning by activities as teacher can ask students to communicate in English only
and by introducing activities that require participation of students and enhances the
speaking skills of all the students. Interaction is the key to speaking skills and most
essential activity in classroom activity, the problem we face nowadays is that
teachers dont interact much with students instead they give activities to students
and assign CRs to take care of these assignments. It is without a doubt that
teachers play crucial part in development of students speaking skills. A teacher can
enhance speaking skills of students by assigning them role plays and dialogs
according to the level of students. The activities should include vocabulary,
pronunciations and sentence structure as it helps in development of language skills
of students.
Objective of Study
Taking other discussions in consideration regarding speaking skills and language
development, Role play has proven to be most effective in speaking skill
development.
Method of Study
Quantitate method is being used in this method of study as language skills are topic
of study, the search is taken from both library and field and is carefully organized,
studied and analyzed in order to gain clear result of language skills development.
Questionnaire method and students opinion was directly asked to collect primary
data about the subject.
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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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person must be able to respond quickly for better understanding. In reading and
writing, theres no barrier between reality and fantasy but in speaking, you have to
respond to real time event and if language is not primary, you will have problem in
converting the secondary language into primary and then responding to it.
Speaking is also a careful process as you have to be careful with words otherwise
you cant edit it once spoken.
Good communication skills are determined by placing speaking skills on first and
in country like Pakistan where there are about 18 different languages in four
provinces, English is the most important and essential language of all. All the
paperwork is done in English language, students exams are preferred to be taken
and checked in English language, status of a person is judged by how well he
communicates in English and all the trade, Information Technology System and
commerce industry relies on system developed in English language.
Speaking and speech skills are further divided into transactional speech and
interactional speech. By transactional speech
A good communication skill is the foremost thing everywhere. There are two main
purposes of speaking interactional speech and transactional speech. Interactional
speech is communicating with someone for social purposes, while transactional
speech is for business purposes in exchange of goods and services etc. Speaking
skill is necessary for learners in both cases. They have to speak in social
relationships as well as in the careers, so to improve their speaking. There are
many classroom activities which would help them to improve their speaking skills.
1.3 Teaching Speaking
Speaking is the most important part of language learning and teaching. It has
been undervalued in previous years as scope of English in those days was
narrow than it is now. Nowadays speaking is valued more than learning,
reading or writing skills and teachers have to change their methods to fit the
requirements.
1.4 What is Teaching Speaking?
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What is meant by teaching speaking is to teach English language learners to:
a. Learn how to produce the speech sounds and sounds patterns in English
language.
b. Teach them how to select appropriate words and sentences according to
social requirements
c. How to learn and channel their thoughts in a logical sequence
d. How to be expressive in English language and how to channelize it
properly.
1.5 How to Teach Speaking?

Teaching young learners is the most crucial job in society as they are hungry
for education and will absorb everything that comes in their way, you have to
choose the most appropriate way to address every type of youth as every
learner will not be from same background and it is essential that your teaching
matches their level of understanding. You will have to choose those activities
that will helpful for you in addressing the whole class in a single way.
Young learners are like sponges, they soak up everything we say and
how we say it and thats why teacher has to carefully choose its every speech
and make students learn everything in way that stays in their brain for long
time and is of correct pronunciation and of correct grammar. Teacher can gain
ideal learning environment with the help of mixed activities, such as
dialogues, choral revision, chants, songs, poems and rhymes. When
applying the above-mentioned tools into the teaching practice, what
should be kept in mind is that interaction is an important way of
learning. Therefore, increased oral emphasis should be included in our
teaching to give the students as much speaking time as possible. Now many
linguistics and English as second language, teachers agree on that
students learn to speak in the second language by "interacting".
Communicative language teaching and collaborative learning serve best for
this aim. Communicative language teaching is based on real life situations
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that require communication. By using this method in classes, students will
have the opportunity of communicating with each other in the target
language. In brief, teachers should create a classroom environment where
students have real-life communication, authentic activities, and meaningful
tasks that promote oral language. This can occur when students
collaborate in groups to achieve a goal or to complete a task.
1.6 Identification, Limitation and Formulation of Problem

a. Identification of Problem
There are many problems of language teaching that can be identified
as research subjects. In this case, I would like to discuss about:
1.
2.
3.
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?
2. Activities to improve speaking skills

a. Discussions
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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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Story completion is harder than story telling as one has to take half story and
complete it in his words, it requires higher brainstorming and this activity
involves class participation and will increase speaking and learning skills of
students without a doubt.
f. Reporting
This activity is quite simple but enhances the class participation and can
connect a lot of students with reading capabilities. Teacher can ask his
students to make a small report on daily newspaper headline and read that in
front of everyone. It will ensure class participation and will make the whole
class attentive.
g. Picture narrating
Picture narrating is like storytelling but you are provided with story in form
of picture and you have to explain it to audience, this activity is essential for
those who want to increase their speaking skills in terms of daily interaction
as you have to narrate the whole picture/picture set.
h. Picture describing
This activity enhances public speaking skills as every group is provided with
a picture and one has to describe the whole picture to the whole class on
basics of their observation.
i. Find the differences
Two pictures of same scenario are given to every group and are asked to find
differences among them, this activity allows participation on bigger level as
every group has to interact with each other to find differences.
j. Role plays
Role plays are comparatively more interesting and beneficial activities in
improving speaking skills. In role plays students usually take more interest
as in role play activity they wear the mask of that person or role they are
performing. In this way they overcome their hesitation and feel more
confident.
k. Interviews
A teacher can conduct such activity in classroom where every student gets
the chance to think and speak. As in interviews, one student acts as an
interviewer and the other as interviewee. Both of them will take their time to
make questions and give appropriate answers respectively. In this way they
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can improve their vocabulary and after activity they will get guidance
corrections of their mistakes by the teacher. It will of great help in improving
speaking skills.
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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c. Simulation, this involves role play as defined above. However, for this
activity the participants normally discuss a problem of some kind with
some setting that has been defined for them.
Both role play and simulation are commonly used in foreign language
classes to facilitate communicative competence. Whereas mime seems more
appropriate as a language game. It is performing actions without using words.
For instance, if someone mimes and action, the others try to guess what it is.
Another definition is stated by Joanna Budden in British Council Teaching
English (BBC) on her article with the title role Play. She said that role-play is
any speaking activity when you either put yourself into somebody else's shoes,
or when you stay in your own shoes but put yourself into an imaginary
situation.
What is meant by imaginary people is that students can become anyone
they like for a short time. The President, the Queen, a millionaire, a pop
star, the choice is endless. Students can also take on the opinions of someone
else. 'For and against' debates can be used and the class can be split into
those who are expressing views in favor and those who are against
theme. Functional language for a multitude of scenarios can be activated
and practiced through role play in imaginary situations. 'At the restaurant',
'Checking in at the airport', 'Looking for lost property' are all possible
role-plays.
From those explanation above, I believe that role play is a technique which
involves fantasy or imagination to be someone else or to be ourselves in a
specific situation for a while, improvising dialogue and creating a real world
in scenario. It aims at the students to encourage thinking and creativity,
lets students develop and practice new language and behavioral skills in a
relatively non-threatening setting, and can create the motivation and
involvement necessary for learning to occur.
Role play can improve learners speaking skills in any situation. It is beneficial
for learner as it motivates them and helps them to overcome their shyness to
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communicate in language. Moreover it is a wide range activity as learners are not
limited to specific classroom environment but they can play any role of their
choice in this way. They will learn more and they will be able to improve their
speaking skills.
In learning speaking skills, the students face some problems like their native
language causes some difficulty to use second language. Its the main reason that
learner are too afraid and shy in taking part in conversation in second language.
Role play has been proved beneficial in past as well, so I am going to elaborate it
more through my thesis by using role play method in improving of speaking skills.
In all these activities while learners are performing, teachers have the role of
monitor. Teacher should monitor carefully and note the mistakes but dont interrupt
the learners during activity instead they should correct the mistakes at the end of
the activity as it will decrease their confidence If they would interrupted. Secondly
teacher should try to involve each and every student in activities and he/she should
indicate positive expressions while learners are performing. It will increase their
self-confidence and enthusiasm in activity. Moreover, teachers should keep
noticing their class during whole activity and make sure that all students are
participating and going well and providing them a frank and helping environment
so that they could express their feelings and ideas without any fear and hesitation.
In this way they could express their problems they are facing during speaking a
target language.
2. Types and Procedures in Role Play
In view of the persons taking an actor, Gillian explained that there are several
types of role. The first is the roles which correspond to a real need in the
students lives. In this category, it involves such roles as doctors dealing
with patients, or salesman traveling abroad. The second type of role is the
students play themselves in a variety of situations which may or may not have
direct experience. The example which include in this category is a customer
complaining or a passenger asking for information. The third type is the type
that few students will ever experience directly themselves, but it is easy
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to play because the teachers have such vast indirect experience of them.
The television journalist is a good example of this type and it is very useful kind
of role taken from real life. The last type is fantasy roles, which are fictitious,
imaginary, and possible even absurd. In case of role play activities, according
to Donn Byrne, role play can be grouped into two forms, scripted and
unscripted role play. In details, those types of role play activities described as
follows:
2.1 Scripted Role Play
This type involves interpreting either the textbook dialogue or reading text
in the form of speech. The main function of the text after all is to convey the
meaning of language items in a memorably way.
To demonstrate a role play activity based on the dialogue, the
procedures given are as fallow:
a. First, the teacher guides the role play by writing these prompts:
(Where? / How much? / thanks). Talk as you write to show what the
prompts mean.
b. If necessary, go through the prompts one by one, and get students
to give sentences or question for each one
Based on these procedures, the writer views that the ways of
organizing this dialogue can be carried out into pairs of students
who would improvise a conversation in front of class, in turns. The
teacher can also ask the students to practice the conversation
privately with their partners before they act it out in front of the class.
2.2 Unscripted Role Play
In contrast to scripted role play, the situations of unscripted role play do not
depend on textbooks. It is known as a free role play or improvisation. The
students themselves have to decide what language to use and how the
conversation should develop. Preparations from both students and teachers are
necessary in order to complete this activity and to gain maximum satisfaction.
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3. Importance of RolePlay in Teachers Speaking

Role-play is one of the essential activities to promote speaking skills, it is
through role-play that student learns how to express different kinds of ideas,
opinions and feelings
It is explained by Larsen Freeman that in communicative approach, role plays
are important, they give learners an opportunity to practice communication in
different social contexts and different social roles.
Role play has higher scope for variation and imagination. According to
Ladousse, role play exploits different communicate methods and allows student
to develop the speaking skills as well as polishes learning skills in students, it
also increases interaction between students/participants and increases
motivation.
Role play can improve learners speaking skills in any situation, and helps
learners to interact. As for the shy learners, role play helps by providing a mask,
where learners with difficulty in conversation are liberated. In addition, it is fun
and most learners will agree that enjoyment leads to better learning.
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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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anothers distress as their own (pg. 34). Role-play technique plays a vital role and
is much successful in diminishing racial prejudice (McGregor, 1993).
Those learners develop greater understanding and come away with an advance idea
of the experience than they would in a typical lecture setting who role-play the part
of yoked African Americans in a class on pre-Civil War history (Steindorf, 2001).
A character known in everyday life is represented and experienced by the student
in role-playing (Scarcella and Oxford, 1992). The use of role-playing stresses
personal concerns, problems, behavior, and active participation (Silver & Silver,
1989). It enhances interpersonal skills (Teahan, 1975), improves communication
skills (Huyack, 1975), and enhances communication (Ettkin & Snyder, 1972).
The role-playing methodology can be used in a variety of settings, including the
classroom. The notion behind role-playing is that the student supposes a particular
persona of a different person, such as a historical character. According to Jones
(1982), students must accept the duties and responsibilities of their roles and
functions, and do the best they can in the situation in which they find themselves.
One possible use of role-playing might be to announce a subject matter, using the
students contextual knowledge to familiarize and fascinate them in a new piece of
study (Lloyd, 1998). But possibly more often, role-playing is used as a plan in
which students use their background knowledge in addition to acquiring new
material about the character in order to better play the role (Lloyd, 1998).
When new knowledge is initiated, trained teachers generally use skits, plays,
newscasts, and other forms of drama to encourage students. Role playing activities
can be divided into four stages (Cherif & Somervill, 1998):
1
2
3
4
the teacher prepares and explains the activity

The student prepare the activity
The role-playing
The discussion or questioning after the role-play activity.
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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Role play encourages individuals to ponder upon their knowledge, actually
role play is one of the most essential course as it allows student to develop
its capabilities and communication skills on the go.
The role playing makes it mandatory for student to use selective thoughts
according to their role and allows a student to have diverse information on
different subjects. It allows them to explore both possibilities and engages
them in critical thinking.
Role playing also helps in concept building as the role playing gets better,
the concepts become clearer to participant. Participation in role playing can
increase capabilities of student and may be helpful in overall mental
learning. It gives life and immediacy to academic material that can be
largely descriptive and/or theoretical.
It can urge a student to have compassion with the place and feelings of
otherssomething that, in the normal process of teaching, is likely to be
lost.
Role-playing goes by many names: acting, improvisation, dramatic play,
pretend play, socio-drama, etc. With a small child the act of role-play itself helps
them learn social values and how to perform tasks normally performed for them.
Role-play helps children reach outside their world and embrace the feelings,
emotions and plights of others. It is widely used in the lower grades to help
children explore the world around them.
Students encompass their knowledge of a subject by researching a character
within a given course of study, when role-play is used in a school setting. Students
interest is constructed in subject matter, thus breeding interest within the subject
(Poorman, 2002). Students become active participants in their education rather
than passive observers. It allows students to feel empathy for others when
depicting a character involved in turbulent times in history (Steindorf, 2001).
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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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Researcher gave them certain role playing activities and evaluated the results.
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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B: nice to know it.
A: what are you going to study?
B: well I was interested in medical but my parents want me to study engineering. I
was never good at mathematics but they think I should study engineering as in this
area there are more opportunities than medical.
A: oh its not good, if you are not interested in studying engineering you should go
for medical because you will do much better in subjects of your own interest.
B: I want to.but how should I convince my parents? They will never understand
my problem..
A: ah I think you should make them understand in a respected way that you cant
study engineering. They are your parents after all they will understand your
problem. I have heard that within time of one month a student can change his
subjects. You should change your subjects to medical as its field of your interest.
B: thanks for giving me the information. I will tell my parents today I hope they
will permit me to study medical as I have brought excellent marks in medical
subjects in my higher secondary school exam as well.
A: godson now I have to go for my first class. See you soon.
B: see you, bye.
According to researchers knowledge the main impact and effect of role play on
speaking skills included pronunciation, listening, vocabulary and grammar use.
Pronunciation helps in improving speaking skills .students have problems in
pronunciation as they do not use to communicate in English. Role play also helped
them in their vocabulary, without sufficient vocabulary communication is not
possible. Good vocabulary helps in fluency of speaking skills. Grammar is the
basic tool for speaking another language, students got much improvement in their
use of correct grammar in their communication as teacher or researcher was
putting special attention to their communication during activity.
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The researcher used questionnaire method for collection of data:
Students filled 15 different questions related to the effectiveness of role play
method in improvement of speaking skills.50 students who were taught by
researcher filled this questionnaire at BS level in Islamia College Peshawar. The
researcher observed that role play is very effective method.
The questionnaires of researcher were based on following main questions:
The aims of setting questionnaires were:
1. Significance of role play method in improvement of speaking skills.
2. Teachers role during classroom activity
3. Effect of role play on their learning about target language (grammar,
pronunciation, vocabulary etc.).
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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:
Q no 3:is role play effective in improving your confidence level?

Options
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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Q no 5: did you find it more interesting as compared to other methods of teaching

speaking?
Options
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
Page 25

that role play is more effective as they got chances to speak as much as they
want.hence they got chances to improve their weak areas in speaking English.
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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Purpose of this question was to know the role of teacher in students improvement
of speaking skills. Students need help of the teacher in speaking a second language
in vocabulary pronunciations etc.results shows that 60% students agreed to the
questions but many students were not satisfied with the role of their teacher,it
means teachers should give more time to their students for speaking and correct
their mistakes as well as help them in improving their vocabulary and
pronunciations.
Q no 7:did role play helped you in improvement of your grammar?

Options
responses
Agree
37
Disagree
Neutral
13
Discussions
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Aim of this most important question was to know that did role play has fulfilled
this purpose of improving grammar,as it is the base of learning a second language
and a person can only learn grammar in better way by communicating in that
language so does the role play activity.most of the students responed positively.
Q no 8:do u use English language in your classroom to communicate?

Options
responses
Agree
Disagree
50
Neutral
Discussions
Page 28

Aim of this question was to know that if teachers make their students to speak
English language during class to communicate with each other as its necessary to
use target language in classroom before your teacher and other fellows to get
improvement in speaking.teacher will correct students mistakes but 100% of the
students opined negative.it shows that in our educational system teachers do not
pay special attention to the students speaking its the major reason of poor
speaking skills.
Q no 9:do your teacher use English language in lecture during class?

Options
responses
Agree
25
Disagree
10
Neutral
15
Discussions
Page 29

It was another very important question because teacher is a role model for his\her
students.they will listen their teacher speaking target language and so they will also
try to ask questions and their opinions in target language.teacher should impose it
on students to speak in target language wether wrong or right it will help them to
get over their problems of speaking in target language.results of the students shows
that some of the teachers use target language while few of them do not.its common
problem of our educational system that we are taught English in our native
laguages.
Q no 10: did role play help you in getting fluency?

Options
responses
Agree
43
Disagree
Neutral
7
Page 30

Discussions
It was the objective of the role playing to make students fluent in English
speaking,to make them confident enough so that they could speak without any
shyness of being wrong.results shows that this method proved successful in getting
fluency in students speech.
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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Discussions
The purpose of this questions was to know if students are given time for
communication in target language.most of the teachers just focus on their lecture
and after delievering their lecture they do not let their students to speak or say
something about topic,its the reason that students have poor confidence because
they do not speak and do not ask about their quries in that topic.teachers should
finish their lecture before ten minutes remaining in ending the class and give their
students chance to share their opinions about topic and ask questions.
Q no 12:did you find role play improving your pronunciations?

Options
responses
Agree
44
Disagree
Neutral
6
Page 32

Discussions
Most of the students have problems in pronouncing different words of second
language.in role play activity they get proper supervision by the teacher wherever
during their speaking they were mispronouncing any word they get corrected by
the teacher it improved their pronunciations.
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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Neutral
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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Based on the research, the writer concludes that:
1. From the result of the analysis of the research, it is proven that the students
Score of speaking taught by using role play is better This result has answered
The research question that the use of role plays in teaching speaking is quite
effective.
2. The use of role play makes the speaking and learning activity more enjoyable
and interesting. Its because role play helps the shy students by providing a mask,
where students with difficulty in conversation are liberated. In addition, it is fun
and most students will agree that enjoyment leads to better learning.
3. In role play, the world of the classroom is broadened to include the outside
world. This offers a much wider range of language opportunities. So, the
students can be anyone and in any situation they wish.
4. The use of role play makes the class more active and alive. Students are
willing to participate without any forces from the teacher.
5. The use of role play makes the students more motivated in learning and easier
to grasp the lesson.
42
6. Problems that the students faced mostly in role play are lack of confidence
and lack of vocabulary.
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
Page 35

students as follow:
For the teacher:
1. The teacher should choose the materials that are appropriate and not too
difficult for the students.
2. Before assigning the role play to the students, the teacher should make sure
that the students have fully understood and have the information they need.
3. The teacher should keep control the students. activities.
4. The teacher should present the language in an enjoyable, relaxed and
understandable way.
For the students:
1. The students are hoped not to be shy in acting out their role.
2. The students are hoped to be active and creative in enriching their
vocabularies.
43
3. The students are hoped to use English when they practice role play activities
although it is hard for them.
4. The students should take part much in acting out role play.
5. The students should ask to the teacher if there is something that they don.t
Understand regarding to the role play activities.
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Improvement of Speaking Skills: Role Play.

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Improvement of English Speaking Skills

Through Role Play Technique

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

1.5 How to Teach Speaking?

Improvement of English Speaking Skills

1.6 Identification, Limitation and Formulation of Problem

2. Activities to improve speaking skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

3. Importance of RolePlay in Teachers Speaking

Improvement of English Speaking Skills

Improvement of English Speaking Skills

the teacher prepares and explains the activity

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Q no 3:is role play effective in improving your confidence level?

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Q no 5: did you find it more interesting as compared to other methods of teaching

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Q no 7:did role play helped you in improvement of your grammar?

Improvement of English Speaking Skills

Q no 8:do u use English language in your classroom to communicate?

Improvement of English Speaking Skills

Q no 9:do your teacher use English language in lecture during class?

Improvement of English Speaking Skills

Q no 10: did role play help you in getting fluency?

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Q no 12:did you find role play improving your pronunciations?

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

Improvement of English Speaking Skills

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