ApplyingRole play in developing communicative competence for 11th graders in nghi sơn high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THSC & THPT NGHI SƠN SÁNG KIẾN KINH NGHIỆM APPLYING “ROLE- PLAY” IN DEVELOPING COMMUNICATIVE COMPETENCE FOR 11th GRADERS IN NGHI SƠN HIGH SCHOOL Người thực hiện: Trịnh Thị Thu Hoài Chức vụ: Giáo viên Đơn vị công tác: Trường THCS & THPT Nghi Sơn SKKN thuộc lĩnh vực (môn): Tiếng Anh THANH HÓA NĂM 2018 TABLE OF CONTENTS CONTENTS INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.3 Scope of the study 1.4 Research method THE STUDY 2.1 Theoretical background 2.2 The reality of teaching and learning speaking English before applying Role Play activities 2.3 Solution 2.3.1 The role of the teacher 2.3.2 Sample lesson plans 2.4 The result 2.4.1 The reality of the using Role play in teaching English speaking skills for students in Nghi Son high school 2.4 The attitude of teachers and students when using Role play in teaching and learning speaking skill PAGES 1 2 2 3 17 17 17 2.4.3 The difficulties that students and teachers encounter when using Role play in teaching and learning speaking skill 17 2.4.4 What need to be done to use Role play more effectively and more enjoyably? 18 CONCLUSIONS AND SUGGETIONS: 18 3.1 Conclusions 3.2 Suggestions 18 18 20 References INTRODUCTION 1.1 RATIONALE When people think of foreign language learning, they first think of speaking Nunan (1991) stated, “Success is measured in terms of the ability to carry out a conversation in the target language”1 English is a widely spoken language in the world, and has more second-language speakers than any other languages It is used in every field: on the internet, in studying, in doing research, when interacting with international companies and traveling seems almost impossible without at least some English Our country is in the era of merging into the world's economy, as a part of globalization English has become more increasingly important because it is a demand for international means of interaction For the above reasons, it is necessary to raise students’ awareness of learning English Learning a language is learning to communicate Although it requires the development of four skills, speaking is more prior Speaking is a very crucial part in the learning process Speaking English in class can be a lot of fun It can raise students’ general motivation and it makes the English classroom a fun and dynamic place to be Students can gain more interest in language learning Speaking, therefore, should be on priority taught and practiced in the language classrooms to help students to develop communicative competence, social interactions In this article I introduce a practical method of teaching English effectively in schools: Role-play (simulation methods) This method allows the learners immerse into a social situation, students will learn how to approach and handle real situations in many different roles such as a doctor, an engineer or a nasty neighbor, etc Roleplay is a method that requires teamwork, discussion and coordination between the members; the group’s discussion will be selected randomly by teacher to avoid disparities between groups’ level, to diversify the audience and communication and promote solidarity in class 1.2 AIMS AND OBJECTIVES From all above mentioned reasons, I have decided to make the subject named "Applying Role play in developing communicative competence for 11 th grader in Nghi Son High school” The research paper aims: - to complete and enrich the activities required in speaking skill - to help to complete students’ personality and develop creativity, practice the spirit of collective work - to practice reflective skills training, conducted by a foreign language in real situations; help students gain confidence, as the basis for the success in later work 1.3 SCOPE OF THE STUDY Nunan D Language Teaching Methodology, 1991 The subject is studied and performed for 11 th grader students in Nghi Son High school in the 2017-2018 school year Students are divided into two groups in particular: - Group A: Grade 11 (Professional): 11A1, 11A4 - Group B: Grade 11 (basic): 11A3, 11A2, 11A5, 11A6 1.4 RESEARCH METHODS This study used qualitative methods THE STUDY 2.1 THEORETICAL BACKGROUND English speaking skill is one of the skills of language to be required in global interaction or communication It cannot be denied that English speaking skill becomes the most favorable skill needed for professionals recently Students are required to be able to communicate in English for many reasons Some research found that English for specific purposes cannot develop students speaking ability (Damayanti, 2010)2 Developing good quality of teaching is one of the conditions required for second language acquisition Teachers play significant role to create teaching methods that stimulate students to speak or use the language in real context One technique that can be considered effective to stimulate speaking skill is role play Role play urges students to communicate in a specific context in which students have a role to act Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles In addition, it also allows students to be creative and to put themselves in another person’s place for a while They are not only passive learners but they also become active learners since there are various activities that put them in an active process Furthermore, Role play strategy is categorized as skill orientation development Ments (1999)3 stated that role play really provides students meaningful experiences where students not only understand but they also have to act or behave as if they are in real work So some skills needed in profession are elaborated in learning through role play It seems that role play prepare students how to work professionally when they are finished their study Learning in context of developing professional skills is categorized expensive learning Why is it expensive? To learn certain skills, it needs a lot of equipment or tools and setting where students use to develop their skills In short, a good learning occurs when students are the centre of learning not the teacher The old paradigm shows that teachers are always dominant in classroom learning In order to change this paradigm, teachers should provide and design the learning to ovoid the teachers' dominance in the class Here role play becomes a Damayanti, Journal (on line), Volume 12, (No 5) Ments, V M The Effective Use of Role Play solution for making the students be the centre and subject of learning not object anymore (Tompkins, 1998)4 2.2 THE REALITY OF TEACHING AND LEARNING SPEAKING ENGLISH BEFORE APPLYING ROLE PLAY ACTIVITIES AT NGHI SON HIGH SCHOOL It has been accepted that students’ communicative ability is the proper aim for language teaching This makes teaching and learning speaking skills seem to be an important part in any English course Like many other high schools in Vietnam, teaching and learning speaking skills at Nghi Son High school is affected by some constraints such as large class size, students’ unfamiliarity with communicative language teaching (CLT), students’ low English proficiency, students’ low participation in class time Normally, in a class at Nghi Son High school, there is a number of students who have a good knowledge of English are eager and active during the class while the majority of those with low English proficiency are very passive Many teachers often complain that students are lazy, they rarely try to speak the target language in class They only speak when being forced Most of the teachers have found group work and discussion difficult to carry out Besides, lack of training in teaching methods, especially CLT makes it difficult for the teachers to access to new approach, which makes the teaching and learning speaking skills more challenging 2.3 SOLUTION 2.3.1 The role of the teacher Here are a few tasks that teachers need to make: People create favorable conditions: teachers provide vocabularies and sentence structures that students will use in the process of implementation activities The audiences: teachers will observe students to take role-play and give comments and tips when the operation ends Participants: teachers sometimes also need to participate in role-play activity as students The steps taken: Step one: -Create dramatic situations: It is necessary to select situations for any play The important thing is to be based on the needs and the student's preferences and giving students the chance to practice what was learned in class Next, the play that also needs to be interesting to attract the students Students select themselves the situations is also a good way The children may think of the subject that they find interested The situations that can arise from real life, the content of a book, a movie, or the difference of culture, etc Make the situation become true Tompkins, P K 1998 Role Playing/Simulation The Internet TESL Journal, Vol IV, No 8, August 1998 http://iteslj.org/ Real objects and scenes position can also make role-play like real life more For example, the group of students played the role of pizza maker and the customer They just need a very short time to make a simple card with the cone shape and the word “CHEF” on it When the students wear it on their head, they think that they have become the real pizza chefs, it has the effect on inspiring It also becomes more interesting and helps students remember longer Tables and chairs rearrangement is also effective Imagining that we are in a travel agency or in the doctor's clinic, it is important to find a way to make it becomes more real thing as possible We can let them leave the classroom and then ask permission by knocking at the door Step – content development: On the context of the play, it is necessary to give ideas to develop the situation of stories However, the dialogue depends on how English-speaking ability of students We can simplify to suit the beginner level or to play on these complex issues or the larger conflict with respect to intermediate or higher To develop contradictions and conflicts, we can change the dialogue in the script When the circumstances climax appear, the play becomes more interesting Step 3-cast: It is considers that role play to be homework assignment Students will learn the words and phrases from means in advance, prepared dialogue and then learn together in the next lessons Each class can be classified into one or few theater groups If the whole class is a group, it is important to retain a number of supporting roles that normally may not be used if the class has fewer people than contemplated If the class is divided into few groups, then the teacher when deciding role must weight mentioning the ability and personality of each student For example, a group in which all students are shy will not be successful Step 4-preparing the information for students: The students should be provided with sufficient information about the play especially the role description to the children can be assured of his role For example, in the scene at the train station, the need to provide information related to: time and the destination of the train, the ticket price In a class studies at the higher level and a more complicated situation, it is a best advice to prepare a card include your name, age, personality, hobbies or dreams of the characters in the story Describing the role thoroughly to help students differentiate the characters If a role has any trouble, just scale models the description of the problem and ask students to seek the solution Step – correction Despite participating in the game, the role of the teacher is also extremely important The teacher must listen to and note the error that students can make It is inconvenient when the teachers interrupt to correct all the mistakes of students If doing so, it will make students lose interest There are many ways to correct when students carrying role-play: - Correcting error immediately after the end of role-play The teacher can write the wrong sentence on the board for students to correct themselves - Teachers can record role-play activities, then give students the opportunity to view back to the conversation and look back language used Students can easily realize the mistakes by themselves Step - ending: When the play was finished, a little bit of time to control the content of stories also extremely rewarding After the play, they must be very satisfied with themselves, the children felt that their foreign language ability was used on a job quite complex and rewarding This happy feeling will disappear if being a teacher to correct each error Students fell less confident than the prone and not excited to play again In addition, teachers can consult the practitioners about the play and encourage the opinions The purpose is to discuss the happenings of the play and review the issues had studied Along with group discussions, we can also issue questionnaire for effective evaluation In summary, Role play is a good method of teaching English The more interesting the play is, the more members participate in the game It also means that teachers have to build in the students love learning and thereby achieve higher results 2.3.2 SAMPLE LESSON PLANS SAMPLE LESSON PLAN Unit 1: Friendship (English 11) Finding a Perfect Roommate/ Flat-mate Role-play Materials: + Ranking Roommates: Vocabulary Warm-up + Room Ads: Listening Reading Comprehension Warm-up + Rooms for Rent Role Cards + Friends Looking for Rooms Role Cards + Students with Rooms for Rent Activity Sheet + Students with Friends Needing Rooms Activity Sheet Purpose and Audience: The purpose of these materials is to get the students to practice talking about the qualities of good and bad roommates Target Language: Describing people and their habits Activity: Role-play Set-up: The class is divided into two groups: Group 1: These students have a room for rent at their house because a roommate has just moved out They will need a Room for Rent Role Card and a Room for Rent Activity Sheet Group 2: These students have a friend who is looking for a place to live They will need a Friends Looking for a Place to Live Role Card and a Students with Friends Needing a Room Activity Sheet The students should be given time to read their role cards, ask questions about vocabulary and then write down the concerns (from the role cards) into the table headings (on the activity sheets) Divide the class chairs into two lines facing each other (or if you like, have an inner circle and outer circle) One line is for students with rooms to rent (Group 1) and the other line is for students who have friends who need a place to live (Group 2) Group approaches group and asks them if the group knows anybody who needs a place to live Group tells them they have a friend who is looking for a place Group will then ask questions to make sure that their friend will be happy in the shared accommodation Group then asks questions about the friend to make sure that the friend is compatible Students With Friends Who Need Housing Your friend Susan is looking for a place to live Your friend Bill is looking for a place to live Facts about Bill Facts about Susan He is easygoing and gets along well with She is an outgoing person who likes to other people He is a bit lazy and party And so she can be quite noisy, somewhat messy He plays in a band so especially on the weekends She is a he often practices the drums at home He heavy drinker but she doesn’t smoke doesn’t smoke He is a social drinker She has a dog She has a job so she has He’s a little broke so he wants to find a lots of money place with cheap rent Concerns (Questions to Ask) Concerns (Questions to Ask) (1) Are pets ok? (She has a dog) (2) Are the other roommates friendly outgoing people? (Her last roommate was a bore so she moved out) (3) Does anybody smoke? (She’s allergic to cigarette smoke) (4) How much is the rent? (5) How far is the apartment from the (1) Will it be Ok if he practices the drums from time to time? (He plays in a band) (2) Are there any cats or dogs at the apartment? (He’s allergic to animal hair) (3) How much is the rent? (4) How far is the apartment from the school? (5) Are the other roommates easy to get along with? school? Your friend Brenda is looking for a place to live Facts about Brenda She is a med student so she studies very hard She has a scholarship so she has no problems with money She doesn’t drink She doesn’t smoke She has a cat She is very tidy Your friend John is looking for a place to live Concerns (Questions to Ask) Concerns (Questions to Ask) (1) Is it a quiet house? She’s a med student so she needs to study hard (2) (3) How much is the rent? Does anybody smoke? How far is the apartment from the school? (4) Are pets ok? (She has a cat) (1) (2) (3) (4) Facts about John He is very shy, so he doesn’t have many friends or go out a lot He is clean He is quiet He smokes, but he rarely drinks He has a job so he has lots of money Is smoking allowed in the house? How much is the rent? Are there any cats or dogs at the apartment? (He’s allergic to animal hair) Is the apartment clean? (He is a bit of a neat freak) Students With Friends Who Need Housing Your friend Jane is looking for a place to live Facts about Jane Jane is hardworking student who likes to ‘let loose’ on the weekends She’s very clean She doesn’t smoke and only drinks a little on weekends Her parents are rich so she has no money problems Concerns (Questions to Ask) (1) How much is the rent? (2) How far is the apartment from the school? (3) Are there any cats or dogs at the apartment? (She’s allergic to Animal hair) (4) Is the apartment clean? (She’s a bit of a neat freak) (5) Is the place quiet during the week? Your friend Mike is looking for a place to live Facts about Mike Mike is a very shy guy working on his doctorate His family is very wealthy He is quiet and doesn’t smoke or drink He’s a bit of a slob though Concerns (Questions to Ask) (1) How much is the rent? (2) How far is the apartment from the school? (3) Does anybody smoke? (He’s allergic to cigarette smoke) (4) Are there any cats or dogs at the apartment? (He’s allergic to animal hair) (5) Is the place quiet? (He is working on his PhD so he needs a quiet place to live an study) Students Looking for Someone to Share Housing One of your roommates has recently One of your roommates has recently moved out so you need to find a new moved out so you need to find a new roommate roommate Facts about the current roommates: Facts about the current roommates: The people living at the house now are sociable, outgoing students at the university They have parties or go out on the town at least once a week There are no smokers at the house and no pets The rent is $300 per month The house is about 10 minutes from the university on foot Concerns roommate: about potential The people living in the house are easygoing They like to make a lot of noise in the evening either playing guitars or listening to music There are no pets in the house Everybody in the house smokes They rarely drink The rent is about $200.00 and the house is about 20 minutes from the university by subway Concerns about potential roommate: (1) Does have a pet? (The (1) Is sociable? (They like to landlord doesn’t allow cats or have dogs at the apartment) fun now and then) (2) Is _ easy to get along with? (The (2) Does _ smoke? (One of the last roommate cause many fights) current roommates is allergic to (3) Is a heavy drinker? (The smoke) last roommate drank a lot and (3) Is clean? (The last caused problems) roommate was a slob) (4) Does mind noise? (The (4) Can afford to pay rent? (The other roommates tend to make a lot last roommate still owes them of noise in the evenings) about months rent) 10 Sample Dialogue: Finding a Roommate Your roommate has just moved out and now you need to find a new roommate Ask other students in the class if they know anybody who needs a place to live And then A: Hi, Steve make sure that potential roommates are compatible Write your concerns in the table B: Hey, Jack What’s up? below: A: Do you know anyone who’s looking for a place to live? One of our roommates is moving out B: As a matter of fact, I My friend Sally needs a place How much is the rent? (Steve asks questions about the room and roommates) Potential Concern Concern Concern3 Concern4 B: I’ll let her know and give her your number A: Thanks Steve Oh wait! Is there anything I should know about Sally? Roommate B: Like what? _ A: Well, is she a heavy drinker? Our last roommate got drunk all the time and caused a lot of problems _ _ _ (Jack asks questions about the potential roommate Sally) A: That’s all I need to know I’ll talk it over with my roommates Thanks again Steve See you later B: See you Jack 11 _ _ SAMPLE LESSON PLAN Unit 5: Illiteracy (English 11) Reported speech role play Level: Intermediate Teacher's notes: After having taught reported speech, the teacher puts the students into groups of three Explain that one person in the three is a rich actress/actor, one is his/her niece/nephew and the last person is the butler The actor/actress is hearing-impaired and dying She is going to decide what to with her money and house after her death Set up the class so that the actors/actresses are on one side of the room, the nieces/nephews on the other and the butlers in the middle The butlers need to give messages from the nieces/nephews to the actor/actress The aim is for the butler and the nephew/niece to be nice so that the actor/actress will give them her money As they are doing this the butler will use reported speech e.g She said that you are lazy and never visited her He said he was busy and didn't have time He said that he was helping animals You are the niece/nephew of a very rich, famous hearing impaired actress You know that she hasn't got long to live So, for the moment you are trying to become her favorite relative in order to obtain her millions after she is dead You know that she loves animals and children You also know that her dog is her closest friend What you think will make her give you some money? You are the butler to a rich, famous hearing-impaired actress Actually she hasn't got long to live and so you are being very nice to her at the moment, you think you have a good chance of being left her millions in her will You have always helped her and you have looked after her cats and dogs with care You think you should at least get the house which you have cleaned for nearly 40 years! You don't like her niece/nephew who has suddenly made an appearance You always have to act as a go between for the niece/nephew and aunt because the aunt can never hear her relative You are a rich, famous, hearing-impaired actress 12 You know that you haven't got long for this world but you don't mind because you have had a good life You also know that your niece/nephew wants something but you're not sure what You have already written your will but you are prepared to change it Your will: $ million to be left to the animal rescue league (you love cats) Your house will go to your dog It has been a faithful companion animal and you want it to have a home when you're gone Your jewelry will be sold at auction in order to raise money for the children's hospital near your house You haven't decided about the rest, a sum total of $150,000 Your butler has always been good to you Your niece/nephew is also sweet You are waiting to hear what they have to say You feel that if they can show you how good they really are you will give the money to either one of them As a follow up lesson: Ask the students what type of words "hearing-impaired" and "companion animal" are i.e politically correct For homework ask the students to think/find of more politically correct words The students can compare their lists when they get back into class SAMPLE LESSON PLAN 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 postal industry or need some survival travel English skills The role-play includes the language for talking about delivering letters, parcels, packages, and postcards The role-play also presents an opportunity to go over numbers used for dollar amounts such as $12.95 or $42.00 As well teachers can go over talking about the time something takes such as 2-3 days (read two to three days or between two and three days) Warm-up: As one possible warm-up, I bring a letter and a parcel into class and tell the class that I have to deliver these I ask where the post office is After I get directions, I tell them I'm worried because the letter is a very important letter and I don't want it get lost in the mail or I tell them it's my friend's birthday next week and I want the 13 parcel to get there on time I see what responses this elicits Hopefully, somebody will suggest I use a courier or special delivery Then we talk about rates and schedules writing down expressions on the board as needed Another possible warmup is to give the parcel and letters to the students and then start the class with: Welcome to Chris's Post Office How can I help you? Class Set-up for Role-play: The students are divided into customers doing errands at the post office and post office clerks The customers need a customer activity sheet and errand list Post office clerks need a post office clerk activity sheet and a complete schedule of postal rates I usually have a row of desks with all of the post 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 their errand list at a time While doing this, they should record the prices and delivery times on the customer activity sheet Post office clerks wait for customers to come into their post offices The clerks then give the customers the required information and fill out their postal clerk activity sheets Argentina Surface Letters Parcels $12.50 4-6 weeks Postcards Special Delivery Air $1.50 8-10 days $5.95 2-4 days $18.0 10-12 days $29.5 4-6 days $0.50 8-10 days Courier $25.5 Overnight Chile Surface Letters Parcels Postcards $8.50 4-5 weeks Special Delivery Air $1.75 7-10 days $7.40 3-5 days $15.0 8-10 days $36.0 4-6 days $0.60 7-9 14 Courier $19.5 Overnight days China Surface Letters Parcels $12.00 6-8 weeks Postcards Special Delivery Air $1.40 1-2 weeks $5.50 2-4 days $21.5 1-2 weeks $41.0 4-6 days $0.70 1-2 weeks Courier $18.7 1-2 days Costa Rica Surface Letters Parcels $13.50 5-7 weeks Postcards Special Delivery Air $1.60 4-6 days $14.4 3-5 days $17.5 1-2 weeks $29.5 6-8 days $0.55 1-2 weeks Courier $22.5 1-2 days Indonesia Surface Letters Parcels $12.50 4-6 weeks Postcards Special Delivery Air $1.20 8-10 days $12.9 3-5 days $19.5 7-10 days $34.0 4-6 days $0.60 2-3 weeks Courier $26.0 2-3 days Poland Surface Air Special Delivery 15 Courier Letters Parcels $12.00 6-8 weeks Postcards $2.10 1-2 weeks $14.5 2-4 days $21.0 10-14 days $36.0 3-5 days $0.80 7-10 days $32.0 Overnight Portugal Surface Letters Parcels $12.00 6-8 weeks Postcards Special Delivery Air $1.40 1-2 weeks $5.50 2-4 days $21.5 1-2 weeks $41.0 4-6 days $0.70 1-2 weeks Courier $18.7 1-2 days South Africa Surface Letters Parcels Postcards $14.40 3-5 weeks Special Delivery Air $0.90 1-2 weeks $15.2 2-4 days $21.0 8-12 days $27.8 4-6 days $0.75 8-10 days A: You have to go to the post office to mail some letters, parcels and postcards Here is a list of errands you have to run: (1) A business letter: You need it Courier $22.5 2-3 days B: You have to go to the post office to mail some letters, parcels and postcards Here is a list of errands you have to run: (1) A business letter: You need it delivered to Chile ASAP 16 delivered to Argentina ASAP (2) Your friend’s birthday presents (parcel) which is in days She lives in Chile (3) A letter to your Aunt She lives in China (4) A postcard to your friends who are in Costa Rica (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Indonesia (6) A postcard to your old teacher who moved to Poland (7) A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in Portugal (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in South Africa (2) Your friend’s birthday presents (parcel) which is in days She lives in China (3) A letter to your Aunt She lives in Costa Rica (4) A postcard to your friends who are in Indonesia (5) Your cousin’s graduation present (parcel), which is in two months He is studying in Poland (6) A postcard to your old teacher who moved to Portugal (7) A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in South Africa (8) A gift (parcel) for your friend who is in the hospital and is very sick She is in Argentina 17 2.4 The result 2.4.1 The reality of the using Role play in teaching English speaking skills for students in Nghi Son high school The information received from the students’ investigation, teachers’ interviews and real observation show role play used in teaching speaking for students in grade 11 However, the level is different Role play is used more in group A This may be because the students in these classes had better English background Therefore, they participate enthusiastically over the role play, the incident is also less than in other classes Besides, the level of use is also different between the teachers 25% of the teachers use it frequently, 37.5% of the teachers use quite often, 37.5% of the rest occasionally use Role play Students like work I group of three or four people when engaging in Role play activity while teachers often use works in pairs Therefore, there are differences between the needs of the students and the form using the group works of teachers 2.4.2 The attitude of teachers and students when using Role play in teaching and learning speaking skill Most students of group A (84%) said that the Role play activity is very interesting There are 52% of the student group B agreed with this opinion However, some students apathetic and not interested in Role play When commenting on the Role play activities in textbooks, both teachers and students have different opinions, even in reverse It shows that the current textbook still exists some points dissatisfying teachers and students Teachers and students are aware quite clearly about the benefits of Role play They outlined the benefits of Role play as follows: - Creating more opportunities for students to use English, especially speaking skill in many social situations with different contexts - Encouraging students to engage in conversation in English, thereby promoting the ability to speak English - Making learning less stressful but more pleasant and enjoyable - Motivating interaction and communication between the students, then the proficiency in speaking skill as well as the cooperation among students is developing 2.4.3 The difficulties that students and teachers encounter when using Role play in teaching and learning speaking skill a) To the students Although the ratio of students feel less stress decreases, overall it is still quite high In addition, the number of students feel not confident or afraid of joining the Role play is still high, the majority of students feel worried about making mistake when taking Role play The errors that students often make is pronunciation and how to use the sentence patterns correctly b) To the teacher 75% of the teacher worried about students will quickly tire of the Role play activity This was due to the disparity between the members in a group Another reason is that students sometimes don't like the role assigned to it 18 62.55% of teachers complained about being afraid of joining the Role play This also happened in other communication activities The cause may be because students were too familiar with the old learning method "hear and copy" Getting to know the difficulties will play an important role in order to find appropriate solutions to make the use of Role play in the classroom more efficiently, causing more excitement to students 2.4.4 What need to be done to use Role play more effectively and more enjoyably? 87.5% of the teachers together with 54% of the students of Group A and 24% of the students of group B share the point that it is necessary to improve the textbook, themes need be richer and more interesting 60% of the students of Group A, 50% of the students of Group B and 37.5% of the teachers said that should increase the amount of time for Role play There are 70% of the students of group B, 48% of the students of group A advocate the improvement of teaching and studying conditions The fact shows that learning condition of Group A is better than that of Group B A small part of the teachers and students said that teaching skills of teachers also need to be further enhanced Some teachers emphasize that combining suitable Role play with other activities is also very important So students will not be boring There are a number of students recommended that teachers need more patience as if students not well as participate in Role play CONCLUSIONS AND SUGGESTIONS: 3.1 Conclusions According to the subjective assessment of the implementation of the subject this initiative experience has achieved the following criteria: - The content: the subject has been researched and implemented in association with one of the requirements of the current renovation, which is the innovative contents, methods of teaching English This innovation fit the demand of the industry and meet the requirements of the fact that learning means practice - The meaning: the subject was done successfully that creates a new direction in the organization activities in speaking lesson That is the principle of teaching and learning a foreign languages: students must associated with practice, learning means playing so it will become more effectively - The efficiency: the process of implementing the subject shows the topic has gained fairly high and durable results Teachers can use easily and not waste much of time and effort The subject can apply and perform with many different students and in different schools However, the subject may not avoid the shortcomings in the implementation process, the author is looking forward to getting the valuable opinions from colleagues and readers 19 3.2 Suggestions a) For current textbook Not only should the number of Role play activities be increased, the topic should be richer and more interesting as well Besides, the Role play activities should be designed logically in combination with others b) For students Student needs are fully aware of the benefits of Role play in the development of speaking skills to involve more actively in these activities Students need time to change the way of learning more positive Students should have more responsibilities in learning speaking English as well as other skills Students should also be aware that error is an inevitable part of the learning process Therefore, students should not bring psychological barrier error when participating in Role play Training and preparing lessons at home will also help students join more enthusiastically and more confident c) For teachers In addition to the use of works in textbooks, teachers should consult other resources to design more interesting activities Many students are not enthusiastic to join the Role play, but teachers would rather motivate, encourage than criticize Teacher should prepare Role play which can be performed to different groups Only when students understand situations and information on the new card, they can conduct activity If not, students will hardly play the role successfully and the class management will become more difficult Teacher should choose different students in the same group and split appropriate role for each student This will help the students learn to help each other Finally, it is necessary to coordinate the different activities with Role play in a proper way to make the lectures more interesting 20 REFERENCES Damayanti, N 2010 Keperawatan di Indonesia Journal (on line), Volume 12 , No (http:// Fiki Or.id diakses 16 December 2011) Ments, V M 1999 The Effective Use of Role Play London Kogan page Limited Nunan D Language Teaching Methodology London: Prentice Hall; 1991 Hoang Van Van – English 11 Text book Tompkins, P K 1998 Role Playing/Simulation The Internet TESL Journal, Vol IV, No 8, August 1998 http://iteslj.org/ 21 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Chức vụ đơn vị công tác: TT Trịnh Thị Thu Hoài THCS THPT Nghi Sơn Tên đề tài SKKN Sử dụng trò chơi ngơn ngữ làm tăng hiệu học nói cho học sinh lớp 10 trường THCS THPT Nghi Sơn XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại Năm học đánh giá xếp loại (A, B, C) - Giám Đốc Sở GD & ĐT Thanh Hóa - Quyết định số: 988/QĐ-SGD & ĐT ngày 03/11/2015 2014 - 2015 C Tĩnh Gia, April 20th, 2018 I certify that this research paper is the result of my own study Author Trịnh Thị Thu Hoài 22 ... role -play is intended for false beginners who are working in the postal industry or need some survival travel English skills The role -play includes the language for talking about delivering letters,... (parcel) for your friend who is in the hospital and is very sick She is in Argentina 17 2.4 The result 2.4.1 The reality of the using Role play in teaching English speaking skills for students in Nghi. .. in Nghi Son high school The information received from the students’ investigation, teachers’ interviews and real observation show role play used in teaching speaking for students in grade 11