The progress in teaching with the use of case-study, role-play and simulations

Types of Drama Activity
• Role-play: In this drama activity, students either create their own scenes using their imaginations or they re-create a scene or environment with the aid of role-cards. These role-cards may include a little information regarding character and scene. It is important to ensure students are aware of what is going to take place and that they know what they have to do. Remember to check that students are comfortable doing what is requested in terms of culture.
Check that the students understand the scenario presented to them and that they understand the information on their role-cards. Always give the students sufficient time to read and understand what is written on their role-cards. Let the students discuss the role-cards amongst themselves and offer assistance where necessary.
Encourage the students to discard their role-cards prior to the role-play and rely on improvising. Here is an interesting example:
Customer and Manager.
Tell the students that they are going to do a role play. Then tell them that they will either take on the role of a customer or a manager at a hotel. The customer has a complaint and approaches the manager. Get the students to read the role cards, which will help them to think about what they are going to say, how they are going to behave and feel.

Imagine you are the Customer: Role-Card Loud music has kept you awake all night The tap in your bathroom drips continuously You got food poisoning from the hotel food The linen on your bed is dirty - How has this ruined your holiday? - How do you feel about this problem? -What do you want the manager to do about this problem?

Imagine you are the Manager: Role-Card Loud music has kept the customer awake all night The tap in the customer’s bathroom drips continuously The customer got food poisoning from the hotel food The linen on the customer’s bed is dirty - What are you going to say to the customer about their problem? - Is this problem the fault of the holiday company? -What solutions can you offer?

Speaking is perhaps the most fundamental of human skills, and because we do it constantly, we do not often stop to examine the processes involved.
The students often find some problems in practicing English speaking. 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. There are many ways that can be done by the students to develop their ability in speaking English. The appropriate method used by the English teacher also supports their interested in practicing their speaking.


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 favorite skill needed for students in Indonesia recently. Students must get communication in English. However, it is not convenient to master all skills. There are so many difficulties in mastering each skill. Speaking is an activities use from someone to communicating with other(s). It takes place everywhere and has become part of our daily activity. When someone speaks, he or she interacts and use the language to express his or her ideas, feeling and thought. He or she also shares information with other(s) through communication. Speaking skill is partly a reflection of someone whether he/she masters this language or not. Thus, it can be concluded that speaking as the most important skill of all four skills (Ur, 1996) cited in Aristy, Hadiansyah, & Apsari (2019). Liu, Xu (International Education Studies, v3 n1 p136-144 Feb 2010)
English as a tool of communication has been playing an important part in acquiring cultural, scientific and technical knowledge, for collecting worldwide information and carrying out international exchange and cooperation. Improving the level of English spoken student is becoming increasingly important. Based on the theory of motivation, Richard E. Mayer and excess play roles on motivational aspects of learning, this paper not only explores some theories communicative teaching methods, but also prove the importance of motivation to learn. Two types of English language teaching activities for oral English classes designed which are oral English tests and role playing activities. The purpose of this study is to raise the motivation of students to speak English. And the project hypothesis is that using role play activities more
effective in motivating students to speak English rather than using oral English test. Researchers divided the students are new students of Beijing into two groups - Target group and control group. And the researcher conducted the study using observation notes, questionnaires and interview data collection methods. Through a four-week study, it was proven that students in the Target Group who used role playing activities became more interested in speaking English than students in the Control Group who used oral English tests. So the results of this research, we know that in our Chinese universities, teachers can use some communicative classroom activities such as role play to raise the motivation of students to speak English. There are also some limitations of this research for example, because the sample size was small, the results might not be typical; and the time of the research was too short, so maybe there were some unstable data.
Through pre-observation it is known that many students, especially in SMKN 3 Karawang said that speaking is the most difficult skill to master. It requires not only knowledge, in terms of mastering vocabulary and grammar, but also a desired and confidence in speaking. The problem appears in the desired of the students in practice to speak English. Most of them don’t have any willingness to speak. If they are asked from the teacher to speak up, they just save quiet
and say nothing. And when the researchers asked them during the interview, the reason are various. Some students say that they can’t speak up. because they are lack of vocabulary and they also don’t have any confidents to speak. This implies that the difficulties of mastering speaking are due to her less of vocabulary and confidence.
The researchers also found the same information when they interviewed English teacher about the reason why the students in this classroom don’t want to speak. English teacher said, “the students in vocabulary mastery is less, so, if they are less of vocabulary, automatically, their speaking skills are also less”. This statement shows that their teacher knows that their students’ vocabulary mastery is very limited, so if they have limited vocabulary, they will have limited competence in speaking.
In teaching speaking, the teacher needs a good technique to improve students’ speaking skill. One of them is by using role play. Playing the role is a method of acting out specific ways to interact with others in an imaginary situation (Byrne, 1986) and to promote interaction in the classroom and increase motivation (Ladousse, 1995). In addition, Budden (2006) says that role playing is an activity of speaking when you put yourself into someone else or put yourself in an imaginary situation. Based on the explanation above, role play is not only used for interactive teaching in the classroom but also to stimulate students in real life situations. Furthermore, Byrne (1986), role play can be grouped into two forms, playing written and unwritten roles.

CONCLUSION
Having analyzed the definition of role-play, the organization of such an activity, its advantages and also the notion of pair and group work, another very important issue has to be explained, namely, the teacher’s role in a role-play activity.
One of the teacher’s function is being a facilitator. As learners practice role-play they may discover that they lack words or phrases (Budden 2004). They may need new language to be given by the educator. This role makes the teacher act as a kind of a „walking dictionary‟, evaluating the class and offering help when it is necessary. However, if rehearsal time is long enough, offering assistance might not be required.
At times, teachers may want to become involved in a speaking activity. This way they can prompt the exercise, introduce new information to help the role-play along and ensure continuing student engagement in the speaking (Harmer 2001: 276). Although educators have to bear in their minds that they should not participate too much, that is, take control over the task and draw all the attention to themselves.
The third role of the teacher is being a spectator. His or her task is to watch the role-play and then give remarks and advice at the end of the performances (Budden 2004). The teacher walks round the classroom listening to the students talking and putting down the mistakes that should be discussed (Porter-Ladousse 1987: 15). Then, Porter-Ladousse adds that after role-play, the educator can correct forms from the learners by writing them on the board, or by giving some kind of remedial task that he or she had predicted would be needed. This author also suggests that the teacher should include such a remedial exercise into a later lesson and he also puts emphasis on the fact that while role-play is in progress, the teacher should not let the consideration of errors suppress the exercise, as the first priority is developing fluency.
Role-play seems to be an important tool in teaching speaking skills. Although there is no one definition of role-play and there are some weak points about that activity, its‟ numerous advantages far outweigh the disadvantages. The activity gives a chance of having a rehearsal for the language one day students may be exposed to, for example ordering food at a restaurant.