Using role plays and simulation activities in teaching speaking

Scripted role play is 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. In line with Byrne, Harmer states that the students perform a role based on the dialogue in the script. An example of scripted role plays dialogue and how the process is:
It is a conversation between a travel agent and a tourist in the travel agency. The tourist asks information about a trip vacation.
Tourist : Hello. Is this Kharisma Tour and Travel Agent?
Agent : That’s right. Can I help you?
Tourist : Well, I would like to order two tickets for tour to Bromo for this month.
Could I order the tickets?
Agent : Okay, I will process your order. I will inform you later. Can you give
your personal email?
Tourist : Well, my email is [e-mail] .
Agent : Excuse me, what’s your name?
Tourist : I am Sandra Lock.
Agent : Okay, thank you. I will call you later.
Unscripted role play different with scripted role play. It is opposite with another. In the unscripted role play, the students are not depending on the script. The students have to decide what language to use and how the conversation should be developed by them in order to do this activity, a good preparation from the teacher and the students if really necessary. Below is an example of procedure in the unscripted role play as follows. Student A be a tourist : She/he asks the direction the gate of Prambanan temple. Student B be a tour guide : She/ he gives the direction by showing the map. To bring out this idea, the teacher should discuss with the students and divides the class into group-work (in pairs or in groups). The teacher gives some situation and she/he give a role to each of the students. Then the students play the role based on their section. From the explanation above, the teacher can select one of the forms of role play. She/ he can use one of them, scripted or unscripted forms which are appropriate with students’ requirement. Scripted role play is usually used by the students in the beginner levels, because it is more easily than the one. As well as, unscripted forms used by the upper level students, because this one is more complex and difficult in the applying it. Huang (2008) applies six major steps in the procedure for the role play activities in her classes. Those are deciding on the teaching materials, selecting situations and create dialogs, teaching the dialogs for role plays, having students practice the role plays, having students modify the situations and dialogs, evaluating and checking students' comprehension. In addition, Manorom and Pollock also suggested the following steps for implementing a role play. The described as follows. Briefing stage, in this case, the students get more information about the role-play clearly. They understand about the roles are, and also they can establish relationship boundaries among the students.
The next is interaction stage. It is a chance for students to assume their roles and develop relationship with other students. It should reflect the real life situation that the role-play is simulating and may require detailed instructions for the action of different stake-holder. After that is forum stage. In this case, it sees participants who engage in direct interaction involving all the students. The aim is for negotiating to take place with the purpose of reaching resolution. Then, the last step is debriefing stage. It is the most important element in role play. The students come out the roles fully for the debrief session so that they might reflect on their role and others objectively.
For a role-play to be a successful speaking exercise it is useful to know some basic principles about organizing such an activity. This subchapter presents advice on conducting role-plays. Firstly, it is important to mention that if a teacher is not convicted about the validity of using role-playing, the activity itself “will fall flat on its face just as you expected it. The educator has to be convicted that role-play is an exciting technique to use and has many benefits. If the teacher is not enthusiastic about the play, the students will not as well. Any teaching sequence necessitates three vital elements: the engage stage, study stage and activate stage. In the first phase − the engage stage, the teacher’s task is to attract and keep learners’ attention and interest in a lesson. Students‟ minds have to be involved and emotionally connected with a lesson, for example by a pleasant situation or a nice picture. Then, learners need to study the new language; it may be grammar or vocabulary exercises. Having known the new item, students are given a possibility to activate both the new language and the language they have known. Learners do it when they speak freely. Having been engaged, being presented the new language and having practised it, learners try to activate it. Harmer points out that some lesson sequences such as PPP follow the cycle of ESA. Students are presented the new language, practise it, and, finally, they make an effort to produce the new language or any language. The author indicates that role-playing is an excellent way to put the language into action.
Doff states that if role-play is not based on a dialogue in a course book or a text, students themselves have to decide what language to use and how a conversation should develop. Therefore, in order for role play to be a profitable activity, careful preparation would be essential. The educator may cause brainstorming in the classroom on what the speakers may say. Also, writing prompts on a board and necessary vocabulary may guide students during role-play. Budden (2004) adds that drilling the structures the players would need to use is very helpful, as learners are equipped with suitable language. It is also worth remembering that the teacher should make sure that students have understood both the situation to play and also what is on the role cards before the activity begins. If learners follow the activity, then, they will not have problems with conducting the activity properly. Of course, role cards should be legible and within student’s language level. Moreover, educators should not use role-plays which are too difficult or too emotionally loaded until students are used to that kind of activity. Rather, starting with very simple information-gap role-plays is advisable. During the first role-play learners may be more or less inhibited, but soon they will get accustomed to role- playing. Beyond question, students will need some time to prepare for a performance and then also try out their roles privately. Depending on the learners’ language level, the amount of planning time may differ. Players at this stage of an activity work in pairs or groups and discuss together what they might say. At higher levels, students will not need so much help with the language but they will need time to get into roles.
Equally importantly, realia can help to bring role-play to life. For instance, when playing the role of a waiter and a customer, learners might be asked to do or bring to a class menus and aprons. These simple props may make the whole process more memorable for the class. The author also has it that rearranging the furniture helps with playing the roles. She gives an example of playing the roles of a travel agent and a customer where in order to make it more real, students may even leave the room and then enter by knocking at the door. One desk may be put in the centre of a classroom to pretend a travel agency too.
Next Doff explicates that demonstration of the role-play is significant. The educator’s task is not only to tell the class the situation to play, but also to do the exercise. The teacher may also elicit some structures that would be used in an activity. Having explained the whole task, the lecturer divides the class into pairs or groups. At the very end, she or he sets a strict time limit and tries to make every effort to stick to it. Finally, Huang proposes that the teacher should assess the effectiveness of the role-play activity and examine if learners have successfully comprehended the meaning of vocabulary, sentences and dialogues. The author adds that there are several ways to check student’s evaluation. She suggests that learners should be given oral and listening tests related to the role-plays. The players may be asked to answer some questions connected with their roles, repeat some parts of utterances, or translate the role-play into their native language. Apart from that, the teacher’s task is to evaluate student’s understanding and comprehension while monitoring their role-play performances.