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

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA HA TRUNG HIGH SCHOOL INITIATIVE EXPERIENCE APPLYING ROLE - PLAY IN TEACHING SPEAKING ENGLISH AT HA TRUNG HIGH SCHOOL Full name : Nguyen Thi Ngoc Position : Teacher Subject : English THANH HOA - 2020 INDEX N0 CONTENTS PAGE 1 Introduction 1.1 The reason for choosing the topic 1.2 The purpose of research 1.3 Study subjects 1.4 Research Methodology 2 2 2 Contents of the initiative experience 2.1 Rationale of the initiative experience 2.2 Situation of the problem before applying the initiative experience 2.3 The solutions were used to solve the problem 2.4 The effect of initiative experience for educational activities, with myself, the colleagues and the school 3 Conclusion and suggestions 3.1 Conclusion 3.2 Suggestions 3 16 18 18 18 1 Introduction 1.1 The reason for choosing the topic Advance in information technology and changing job market demand people to be able to speak English as an international language In response to this, some schools open international classes or apply bilingual system Thus, English as a foreign language is considered to be an important subject at schools in Indonesia One of the skills that have to be taught in teaching English is speaking By speaking, people will be able to communicate with others or to transfer information In mastering speaking skill, students must study three components of it, such as pronunciation, grammar and vocabulary Therefore, teachers should have good proficiency in these areas and become a model of speaker, be creative to find the way of teaching which is more interesting for their students Besides, teachers should also motivate and encourage them to speak as often as they can To solve these problems, the teacher should find many activities to create better circumstances Based on the above reasons, role play could be the right technique in teaching speaking It gives students an opportunity to practice communicating in different social roles and it also gives more fun for them Additionally, it gives students an opportunity to involve themselves as another person or play like in a drama By giving them roles in learning English, teachers can make their student enjoy studying with their peers in the class with regards to Communicative Language Teaching (CLT) 1.2 The purpose of research Helping students at Ha Trung High school learn English speaking better through the role-plays 1.3 Study subjects Research subjects are students in grade 11 of Ha Trung High School, school year 2018-2019 1.4 Research Methodology Research methodology through the documents: Book of Applied Informatics, Internet, textbooks 11, teacher books, exercise books and related documents In conducting this research, an approach has been chosen Regarding to this study, the approach used is qualitative method In qualitative method a lot of reading must be done such as by collecting the data from the library and doing observation in the classroom In this study, the data is analyzed through descriptive qualitative method by doing observation, interviewing teachers, and giving questionnaires In this research focuses on one case that is speaking which occurred within the class environment in role play activities 2 Contents of the initiative experience 2.1 Rationale of the initiative experience In learning speaking skill, the students often find some problems The problem frequently found is that their native language causes them difficult to use the foreign language Other reason is because of motivation lack to practice the second language in daily conversation They are also too shy and afraid to take part in the conversation Many factors can cause the problem of the students’ speaking skills namely the students’ interest, the material, and the media among others including the technique in teaching English Many techniques can be applied including role play because many research findings say that this technique is effective to use in teaching speaking In this writing, I would like to recommend a more practical way of teaching speaking in high school classrooms; that is using role-plays and simulations Role-plays, or simulations are one of the ways ESL instructors can ease students' transition into using English in real world situations A simulation is where students act out a real-life situation, for example checking into at a hotel, but not act out a different personality Role-plays are where students take on different personalities In a role-play, for example, one student may be asked to take on the role of "an angry neighbor" which is out of character for the student 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 However, in fact, many teachers are still not boldly applying role playing method to students This situation has many causes, in which I would like to mention a few main reasons such as: - Limited class time - Limited access to resources - Constraints by the demands of the curriculum - Lack of social skills or unwillingness to participate 2.2 Situation of the problem before applying the initiative experience 2.2.1 For the teacher: Most teachers understand the importance and benefits of role-playing , especially for high school students But until now there remain many teachers who are fearful of using this method because they think it will take time to prepare a period of teaching and it is costly and complex Most teachers feel that they can not control the atmosphere in classrooms so that it does not affect the other ones, which means that it makes so much noise that the principle will criticise them 2.2.2 For the students: Many students also said that, they did not have enough confidence to participate in team learning Besides, they also find it difficult to present their ideas Besides equipment for the service of studying English at their home are not available to use 2.3 The solutions were used to solve the problem 2.3.1 Role play procedure in classroom Role play in this distance learning class allows the objectives of the course to be met in the limited time, through an integrated approach which allows the practice of language skills, content and interaction skills and strategies.The teacher's role in giving clear instructions was equally important The learners were asked to get into groups of five and choose a leader for each group All the reports were given to the leaders who assigned individual roles to each group member They were asked to improvise the message in the reports which were not too structured and to find a structure that fits into a real life situation.Apart from that, the learners were asked to jot down in a diary, journal or log book, their feelings, comments, thoughts and perceptions about a particular learning experience related to the role play Such entries could provide opportunities to the learners for self-reflection and self- observation There are six major steps in the procedure: + Decide on the teaching materials.The teacher must decide which teaching materials will be used for role play activities The teacher can take teaching materials from textbooks or non-textbook teaching materials such as picture books, storybooks, readers, play-scripts, comic strips, movies, cartoons, and pictures The teacher selects the material ahead of time The teacher can also create his or her own authentic teaching materials for role play activities The teaching materials should be decide based on students' level and interests, teaching objectives and appropriateness for teaching + Select situations and create dialogs, then a situation or situations to be role played should be select For every role plays situation, should be providing (by the teaching materials or by the teacher) or created by the students themselves + Teach the dialogs for role plays, the teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play situations The teacher needs to make sure the students know how to use the vocabulary, sentences, and dialogs prior to doing the role play activities, otherwise, the teacher should allow students to ask how to say the words they want to say + Have students practice the role plays, students can practice in pairs or in small groups After they have played their own roles a few times, have them exchange roles That way, students can play different roles and practice all of the lines in the role play When students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to so for their classmates + Have students modified the situations and dialogs, once students have finished and become familiar with an original role play situation, they can modify the situations and/or dialogs to create a variation of the original role play + Evaluate and check students' comprehension, the teacher shall evaluate the effectiveness of the role play activities and check if students have successfully comprehended the meanings of the vocabulary, sentences and dialogs There are several ways to student evaluations Students can be given oral tests relating to the role plays Example oral tests can include students are asked to answer some simple questions relating to the role plays or students are asked to act the role plays The above procedures not mean an exact to be used It is flexible; teacher can create or develop procedures which is appropriate and suitable with their own class 2.3.2 Some principles of using and managing role-plays - The more engaging the better The value of role-plays come from students immersing themselves in the material - Choose a 'hot' topic and stage a debate Assign students positions on the topic (for/against) This will get students out of their personality and into the role where they not have the same inhibitions - Preparation is very important to success Give students 'personality cards' which sketch out their personal characteristics or scenario Divide students into groups and give them time to sketch out various scenarios, and go over extra or special vocabulary, ask them to discuss how they will act, think about the character and plan what they will say For example, what are possible responses/replies for the angry neighbor? - The teacher, as facilitator of the role-play must support students in their role, i.e they 'are' in the backyard arguing over the fence Don't anything to interrupt the pretend environment Leave grammar correction to the end Correcting students in the middle of an argument interrupts the pretend environment Make notes and a debriefing after - Exaggeration is good! Encourage students to exaggerate their actions, opinions and movements Exaggeration helps students immerse themselves in the role - Stage a rehearsal first Have students practice their role in small groups with coaching from the other students - While the role-play or debate is in progress, have other students suggest vocabulary first, and act as backup if they not know Role-plays are unpredictable which makes them both a valuable learning tool and at the same time difficult to manage Sketch out the various routes the role-play can take from the initial scenario This will give you some idea what to expect and avoid any surprises Role-plays can range from 30 minutes to one hour 2.3.3 Some practical examples of applying role-play in speaking lesson at Ha Trung High school Unit 1: Friendship (English 11) Matchmaking roleplay Duration: 15–20 mins Aim: Oral fluency practice Requirements: Lots of space Summary: Each student is given a "child", and tries to pair him/her up with a suitable partner Introduction The students are initially organised into groups, with each group member receiving a different information card describing their son or daughter But the actual speaking is done on a one-to-one basis, with the students mingling in their group and talking to the other "parents" Groups contain to 10 students, so this mingling requires a classroom with lots of space, and preferably no desks to obstruct movement Preparation Print enough copies so that each student can receive one information card Optionally, use a different colour of paper for each set of information cards Procedure If the information cards are all white, then the teachers need to organise the students into groups of or 10 first (ideally an even number, otherwise one poor child will miss out on a husband or wife) If we have a different colour for each set of information cards, then we can simply hand out the cards as you wish, and get the students to form groups according to the colours after they have read the card Explain that we are going to give each student a son or daughter! Tell them to read the card and imagine what the person is like: you think they are romantic? Friendly? Humourous? Hard-working? Give out the cards and allow some time for reading (If there are some groups of eight, simply give them four male and four female information cards) Explain that the students can add extra details that aren't on the card For example, does your child have a car or a motorbike? Is he/she clever? To encourage this, give the students an extra minute to think of one detail to add Now explain that each person should talk to the "parents" of potential husbands/wives They should only speak to one person at a time Once they have heard about all the potential partners, students should agree on how to match them up Check: - If you have a daughter, who you talk to? (parents of sons) - Do you talk in a group, or in pairs? (pairs) - If you have a daughter, then you have to speak with everyone in your group who has a son? (yes) - When you have spoken to everyone, what you do? (agree on the couples) If some groups finish early, you can tell them to think of reasons why the couples they have matched up are suitable Have a feedback session at the end, perhaps writing the results on the board Your son, Tony, is a young doctor who often works long hours at the hospital He is a quiet, thoughtful person Your son, Paul, enjoys many sports such as football, basketball, and mountain climbing He works for a small company He would like a wife, but not children Your son, David, has an important job at the bank Your family is quite rich, so David is used to good clothes and expensive holidays Your son, Martin, has a job as a gardener but he thinks his work is boring In his spare time he paints, and enjoys reading poetry Your son, Edward, is studying business at college He talks a lot, and is very confident (in fact some people think he is a bit bossy) Your daughter, Sue, works at a restaurant She enjoys her job because she likes talking to people But she also wants to get married and have a child Your daughter, Julie, owns a bookshop and is often very busy Although she is young, the workers respect her, and she is very generous to them Your daughter, Jenny, is studying chemical engineering at a top university She loves going to restaurants, watching movies, and travelling Your daughter, Ingrid, is a shy girl who works at a nearby factory She’s an excellent piano player, and usually plays for at least an hour every day Your daughter, Emma, is a pretty girl who dreams of becoming a movie actress She enjoys shopping, especially with her friends 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 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 warm-up 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? If the students simply say that they want to mail the parcel, I counter with: That'll be $1000 dollars please (or you could use an outrageous amount in the local currency) Hopefully, this will draw a shocked response and they should start inquiring as to why it's so expensive I tell them it's because its super speedy delivery This should get them to inquire about other more reasonable options, which is a big part of the role-play Class set-up for role-play: The students are divided into customers doing errands at the post office and post office clerks The customers need a customer activity sheet and 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 POST OFFICE RATES Argentina Surface Letters Parcels Postcards Air $1.50 $12.50 4-6 $18.00 weeks $0.50 Special Courier Delivery 8-10 $5.95 2-4 $25.50 Overnight days days 10- $29.50 4-6 12 days days 8-10 days Chile Surface Letters Parcels Air $1.75 $8.50 4-5 weeks Postcard s 7-10 days $15.00 8-10 days $0.60 7-9 days Special Delivery $7.40 3-5 days $36.00 4-6 days Courier $19.50 Overnight China Surface Letters Parcels Air $1.40 $12.00 6-8 weeks 1-2 weeks $21.50 1-2 weeks $0.70 1-2 weeks Surface Air Postcard s Special Delivery $5.50 2-4 days $41.00 4-6 days Courier $18.75 1-2 days Costa Rica Letters Parcels $1.60 $13.50 5-7 weeks Postcard s 4-6 days $17.50 1-2 weeks $0.55 1-2 weeks Special Delivery $14.40 3-5 days $29.50 6-8 days Courier $22.50 1-2 days Indonesia Surface Letters Parcels Postcard s Air $1.20 $12.50 4-6 weeks 8-10 days $19.50 7-10 days $0.60 2-3 weeks Special Delivery $12.90 3-5 days $34.00 4-6 days Courier $26.00 2-3 days Poland Surface Letters Parcels Air $2.10 $12.00 6-8 weeks 1-2 weeks $21.00 10-14 days $0.80 7-10 days Surface Air Postcard s Special Delivery $14.50 2-4 days $36.00 3-5 days Courier $32.00 Overnight Portugal Letters Parcels Postcard s Special Courier Delivery $1.85 6-9 $11.35 3-5 $23.00 Overnight days days $10.50 5-7 $35.00 1-2 $45.00 weeks weeks week $0.50 10-12 days South Africa Surface Letters Parcels Postcard s Air $0.90 $14.40 3-5 weeks 1-2 weeks $21.00 8-12 days $0.75 8-10 days Special Delivery $15.20 2-4 days $27.80 4-6 days Courier $22.50 2-3 days POST OFFICE ERRANDS A: You have to go to the post office B: You have to go to the post to mail some letters, parcels and office to mail some letters, parcels postcards Here is a list of errands and postcards Here is a list of you have to run: errands you have to run: A business letter: You need it A business letter: You need it delivered to Argentina ASAP delivered to Chile ASAP Your friend’s birthday presents Your friend’s birthday presents (parcel) which is in days She lives (parcel) which is in days She in Chile lives in China A letter to your Aunt She lives in A letter to your Aunt She lives in China Costa Rica A postcard to your friends who are A postcard to your friends who in Costa Rica are in Indonesia Your cousin’s graduation present Your cousin’s graduation present 10 (parcel), which is in two months He is studying in Indonesia A postcard to your old teacher who moved to Poland 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 A gift (parcel) for your friend who is in the hospital and is very sick She is in South Africa (parcel), which is in two months He is studying in Poland A postcard to your old teacher who moved to Portugal 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 A gift (parcel) for your friend who is in the hospital and is very sick She is in Argentina C: 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: D: 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: A business letter: You need it delivered to Costa Rica ASAP Your friend’s birthday presents (parcel) which is in days She lives in Indonesia A letter to your Aunt She lives in Poland A postcard to your friends who are in Portugal Your cousin’s graduation present (parcel), which is in two months He is studying in South Africa A postcard to your old teacher who moved to Argentina A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in Chile A gift (parcel) for your friend who is in the hospital and is very sick She is in China A business letter: You need it delivered to China ASAP Your friend’s birthday presents (parcel) which is in days She lives in Costa Rica A letter to your Aunt She lives in Indonesia A postcard to your friends who are in Poland Your cousin’s graduation present (parcel), which is in two months He is studying in Portugal A postcard to your old teacher who moved to South Africa A letter to your friend who is going on a very long trip around the world He leaves in two weeks He lives in Argentina A gift (parcel) for your friend who is in the hospital and is very sick She is in Chile 11 Unit 10: Nature in Danger (English 11) Role play activity: The environment - disposing of car waste This is your chance to discuss some of the issues that the European Parliament makes decisions about The characters involved in your role play are: + Tony Fallon, environmental campaigner + Trevor Grey, MEP + Sally Whiting, car owner + Simone Taylor, resident of Chippingham Estate + Grace Pemberton, Spokesperson for Viva UK (a car manufacturer) These characters are fictional (this means they are not real people) but there are people like them who have similar opinions Your discussion question is: Should car owners be responsible for disposing of their worn out cars? Your character is: Tony Fallon, environmental campaigner You are pleased that the European Parliament is making an effort to minimise the damage to the environment that results from car waste as you are concerned that, up to now, all the petrol and oil has been left to seep into our earth However, you believe that this does nothing to deter people from buying new cars or to stop the ever-increasing level of car usage and consequent pollution You want the European Parliament to put the environment first, not the interests of greedy car manufacturers You can’t understand why the European Parliament doesn’t put pressure on car manufacturers to design cars that last for longer Your character is: Trevor Grey, MEP You and your colleagues in the European Parliament have worked hard to come up with a solution to the problem of vehicle waste and you are confident that this will make people responsible for disposing of their vehicle with the environment in mind You believe that the European Parliament has balanced the interest of consumers and manufacturers whilst putting the environment first Your character is: Sally Whiting, Car owner You’re very suspicious about this European Parliament proposal You agree that car owners should be responsible for getting rid of their worn out cars but you think that you’ll end up paying for this new measure in the end The car manufacturers will probably put up their prices You already pay through the nose to run your car, which you need for your business and to drive your disabled son to school Why shouldn’t the government (which gets all the money you pay in tax) pay to protect the environment? Your character is: Simone Taylor, Resident of Chippingham Estate You think that this is a great idea Anything that gets rid of this dangerous junk from the streets is fine by you Kids love playing on these old cars that people have simply abandoned and you worry that your kids are going to hurt themselves You believe that people need to take responsibility for things they buy If you buy it – you’re responsible for disposing of it in a safe and sensible 12 way You don’t understand why the European Parliament is involved though Surely the local council or government can sort this out without getting the European Union involved? Your character is: Grace Pemberton, Spokesperson for Viva UK (a car manufacturer) Cars are an important part of modern life and your company fully supports the European Parliament’s proposal to make people dispose of them responsibly Viva UK is committed to protecting the environment and is happy to contribute toward these measures You want to reassure car owners that Viva UK is prepared to put its money where its mouth is and bear at least part of the cost of disposing of cars safely Unit 12: The Asian Games (English 11) Roles for planning debate Each pupil takes the role of one of the people on the cards In groups they have to decide if they think the Olympic Games will benefit the local people of Newham A spokesperson from each group should feedback the group’s decision to the rest of the class James Nicholson (factory owner Lea Valley) I owned a factory in the Lower Lea Valley The Olympic plans meant my business headquarters had to be bulldozed to make way for the Olympic park I employed 15 local people who relied on the company for jobs It is not simply a case of just moving the business Many of my workers did not own cars and walked to work They have had trouble getting to work since the factory relocated to the edge of the city I am sad that the long-established, thriving business and industrial community in the lea valley have been wiped about by the development In the end some of businesses were evicted before they could get new premises Peter Connor (14) member of the Eastway, Lea Valley, cycle group I have been training at the Eastway cycle club since I was 11 When the old Eastway cycle park was bulldozed to make way for the Olympic park we were promised improved cycling facilities on the new Olympic site In fact, the Olympic Delivery Authority (ODA) has scaled-down the plans to provide these cycling facilities We believed that the new 34-hectare site would include a 6,000seat velodrome, along with a one-mile road-racing circuit, a BMX track, a full-scale mountain bike track and a cycle speedway circuit The plans have now changed and the new cycle park will not be of the same standard as the one that had been demolished I would like to compete in the Olympics as I am ranked in the top 10 nationally I hope I will have adequate facilities to train 13 I agree that the area needs regenerating but I think it should be in a way that will benefit all local people Mrs Cessario (Local community spokesperson) There are fears that this first burst of development for the Olympics will not benefit the people actually living in Newham Areas around the Olympic site are already becoming hot property for developers Property investors are moving in; buying up cheap housing and hoping for a housing windfall as gentrification drives up property prices The 'real' residents are being pushed to the edges of the borough, and into next-door Barking and Dagenham where they can afford rents It is sad that young people will not be able to get a foot on the property ladder in their own area Miss B (Local councilor for Newham) £2 billion will be invested in the Games, much of which will be in Newham, bringing many benefits The area will be improved to provide the biggest new park in Europe and provide a better sense of security and openness with improved access for pedestrians and cyclists More than 9,000 new homes will be built, with schools, health and community facilities to match The Games will provide hundreds of jobs and improving the image of Newham The Games will bring great sporting facilities and help to promote sport and healthy lifestyles in an area that has one of the worst health records in the UK Stratford and West Ham stations will be improved Lastly, the Games will boost London's tourism industry Newham businesses will be gearing up to take advantage of this opportunity Mrs A (Representative of the ODA Zara Daniels (Local school leaver) Olympic Delivery Autority) Our job is to create one of the largest What I want from the Olympics is for new urban parks in Europe for 150 jobs to be created in my local years with a lasting legacy of world community At the moment Newham class sporting facilites, homes for the has a high youth unemployment rate community that will live in the areas of 25.2% The overall unemployment and unrivalled green open spaces rate is 6.7% the second highest in around the Park after the Games London below Hackney What I want Benfits resulting from the Olympics from the Olympics is a good job in the include a World class Stadium, future and a lower unemployment rate velodrome, Aquatics Centre and I have heard that up to 34,000 new indoor arena, 110 hectares of jobs could be created in the Stratford improved open space and significant city development alone as London employment opportunites prepares for the 2012 Olympics My 14 Approximately 4,500 homes will be Main concern is that I may not be able converted from the Olympic Village to afford to live in the borough in the and there will be 150,500sq metres of future unless I can get a well paid job new retail space at Stratford City and 465,000sq metres of new office space Some images of preparing in groups at Ha Trung High School (11M class) The student plays his/her own role 15 2.4 The effect of initiative experience for educational activities, with myself, the colleagues and the school These suggested activities have been applied in my teaching speaking to th 11 grade students at Ha Trung high school and they seem to be useful to students Most of the students find it easier and more comfortable with speaking lessons Below is the result achieved from students of class 11M and 11K in the year 2018- 2019 when they are learning speaking skill using role-play adapted from textbook in comparision with the students of class 11E and 11I of the year 2017- 2018 who were taught to the speaking tasks required in the textbook Chart 1: Teaching speaking skill using tasks in the textbook Class Number of Good Moderately Average students good 11E 44 ( 0%) (11.4%) 24 (54.5%) 11I 43 (2.32%) ( 13.9%) 23 ( 53.4%) Weak 15 ( 34.1%) 13(30.23%) Chart 2: Teaching speaking skill using role-play adapted from the textbook Class Number of Good Moderately Average Weak students good 11M 41 ( 7.31%) (21.9%) 24 (58.5%) ( 12.1%) 11K 39 (5.12%) ( 17.9%) 22 ( 56.4%) ( 20.5%) Based on the result of the data analysis, it is proven that the students’ score of speaking taught by using role play is better It means that the use of role play in teaching speaking is quite effective Another reason based on the students’ responses is because most students find that role play is enjoyable This reason 16 leads to better attention in learning and stimulate them to participate in role play activities But the problem that they faced mostly is lack of confidence and lack of vocabulary In the early stages of the role play the students were uncomfortable and uncertain This led to initial lapses of silence But soon they began helping one another to decide who should speak Towards the end, their shyness left them and they began prompting each other with ideas 17 Conclusion and suggestions 3.1 Conclusion Based on the research, I concludes that: 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 play in teaching speaking is quite effective The use of role play makes the speaking and learning activity more enjoyable and interesting It’s 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 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 The use of role play makes the class more active and alive Students are willing to participate without any forces from the teacher The use of role play makes the students more motivated in learning and easier to grasp the lesson Problems that the students faced mostly in role play are lack of confidence and lack of vocabulary 3.2 Suggestions 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 students as follow: For the teacher: The teacher should choose the materials that are appropriate and not too difficult for the students 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 The teacher should keep control the students’ activities The teacher should present the language in an enjoyable, relaxed and understandable way For the students: The students are hoped not to be shy in acting out their role The students are hoped to be active and creative in enriching their vocabularies 18 Principal’s confirmation : Thanh Hoa, June 20 th 2020 I assure this is my idea report, not copy others’ content Written by Nguyen Thi Ngoc REFERENCES 19 Book English 11 - Vietnam Education Publishing House, 2008 Brown, H.Douglas 2004 Language Assessment Principles and Classroom Practice Pearson Education inc: Longman Gower, Roger, Diane Phillips, and Steve Walters 1995 Teaching Practice A handbook for teachers in training Harmer, Jeremy 2007 How to Teach English Pearson:Longman Littlewood, William 1981 Communicative Language Teaching Oakleigh: Cambridge University Richards, Jack C, 1991 Interchange English for international communication, Student’s book 2, Oakleigh: Cambridge University Theodore S Rodgers 2001 Approaches and Methods in Language Teaching, Second Edition, UK : Cambridge DANH MỤC 20 CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Thị Ngọc Chức vụ đơn vị công tác: Giáo viên trường THPT Hà trung T T Tên đề tài SKKN Đề suggested encourage students to skill” tài “ Some strategies to high school learn listening Kết Cấp đánh đánh Năm học giá xếp loại giá xếp đánh giá xếp (Phòng, Sở, loại (A, loại Tỉnh ) B, C) Cấp Sở C 2016 - 2017 21 ... to use in teaching speaking In this writing, I would like to recommend a more practical way of teaching speaking in high school classrooms; that is using role- plays and simulations Role- plays,... some idea what to expect and avoid any surprises Role- plays can range from 30 minutes to one hour 2.3.3 Some practical examples of applying role- play in speaking lesson at Ha Trung High school Unit... students at Ha Trung High school learn English speaking better through the role- plays 1.3 Study subjects Research subjects are students in grade 11 of Ha Trung High School, school year 201 8-2 019