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2. M
AIN PART
Due to more emphasis on pencil and paper-based exams, namely reading and writing, students taking the Intermediate
(SEE) exam pay less attention to communication skills. Teachers follow traditional grammar-based techniques to develop
communication skills. It turned out that students were able to write essays on a given topic, but failed to convey a simple idea
fluently. Therefore, it is very important to teach students some skills used in daily interaction, and role playing can effectively
achieve this goal.
Methods
Richard (1985) defines role-playing as a dramatic classroom activity in which students take on the roles of different
participants in a certain situation, and points out that it usually happens in this situation what. For example, to practice expressing
complaints and apologies in foreign languages, students may have to take action to get customers in stores to return defective items
to sales staff. Doff (1992) pointed out that in role-playing, students imagine a role (such as a policeman, a shop assistant), a
situation (such as buying food, planning a party) or both. Role-playing must be improvised; students will decide exactly what to
say based on their own situation. Situation, role and useful expression are the three parts of role play.
Role play is an effective technique to improve students' English speaking ability, as it provides opportunities for them to
play different roles. Some research has been done to find different aspects of role-play techniques in ESL classrooms with . Some
of these reviews have been mentioned in this section.
Cornett (1999) pointed out that when students participate in role-playing technique , in addition to using body language in
face-to-face communication, they also improve language fluency and oral interaction. These techniques are especially important
for students who are learning a foreign language and usually do not speak English at home, because these students are eager to use
the language, then improve their fluency and give the opportunity to participate in role play. Only role-playing is needed to explain
the way other characters do, just as they think about the way other characters behave. As a result, role-playing can be clearly
understood from many aspects, such as the role’s reactions, values, feelings and attitudes.
Ments (1999) mentioned many areas where role-playing can be used. In order to test language ability, said that it can be
done by designing scenes in daily life, especially those using the vocabulary to be learned, which can encourage students to use
language in a free and interesting way. He also pointed out that one is the use of language and other means to communicate, so
learning has become a ``part of the task''. Regarding the role-playing Ments confirmed that it expresses hidden feelings, students
can discuss private questions and issues, allowing students to sympathize with others and understand ’s motives.
Types of Role Play
There are three types of role playing, namely: fully scripted role playing, partially scripted role playing and unscripted role playing.
In fully scripted role-playing, every word is given, and each student must understand or remember their own role (Harper-Whalen
& Morris 2005). This type includes interpreting model dialogues in prescribed textbooks, and after all, the main goal of dialogue is
to make every element of the language meaningful and easy to remember. Byrne (1986) pointed out that this type of role playing is
suitable for low-level students who are not familiar with part of the role playing situation. The second role play includes a model
dialogue in which some words are missing. From these contexts, students should know how to fill in the gaps with appropriate
words (Livingstone 1983). Therefore, students can change the main dialogue in some way and establish their own dialogue. This
type of role play can be called semi-control or teacher or designated textbooks that include language input, but the students must
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