Enhancing English-Speaking Attitude through Role Play: A Lecturer-Teacher Collaborative Research Project
DOI:
https://doi.org/10.23887/jlls.v6i2.64303Keywords:
role play, attitude, speaking, english learning, scaffoldingAbstract
A collaborative research project between university lecturers and school teachers is a type of Continuing Professional Development (CPD) program that allows them to collaboratively analyze classroom problems and provide effective solutions. This study described the findings of a two-cycle collaborative Classroom Action Research project between a lecturer and a teacher in Indonesia. The study analyzes students' English-speaking attitudes. 8 meetings rich in role-play activities were designed to improve students' English-speaking attitudes by continuously analyzing and modifying instruction. The study was designed using the spiral cycle model. This model has four (four) steps: Plan - Actions - Observe - and Reflect. This study employed two data collection methods: interviews and observation. Data were analyzed in which includes data condensation, data display, and conclusions. This study reveals that there are four stages to implement Role play technique to increase students English-speaking attitudes. They are as follows: 1) The familiarization stage, which involves students connecting their prior knowledge with the topic 2) the rehearsal stage, which involves students rehearsing the role play; 3) the demonstration stage, which involves students demonstrating their role play; 4) the evaluation stage, which involves teacher and classmates providing feedback; and 5) the reflection stage, which involves students reflecting on their learning. Some teaching modifications that important in improving students' English-speaking attitudes and how the study develops teacher’s professionalism are discussed.
References
Akmal. (2018). The Effect of Role-Play Method in English Speaking Skill. Journal of Science and Social Research, 1(1), 48–52. https://doi.org/10.54314/jssr.v1i1.99.
Alabsi, T. A. (2016). The Effectiveness of Role Play Strategy in Teaching Vocabulary. Theory and Practice in Language Studies, 6(2), 227. https://doi.org/10.17507/tpls.0602.02.
Bahadorfar, M., & Omidvar, R. (2014). Technology in Teaching Speaking Skill. Acme International Journal of Multidisciplinary Research, 2(4), 9–13. https://fayllar.org/pars_docs/refs/618/617045/617045.pdf.
Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action Research: impact on foreign english-language teaching and learning. Educational Action Research, 21(2), 185–201. https://doi.org/10.1080/09650792.2013.789717.
Beverborg, A. O. G., Sleegers, P. J. C., & Van Veen, K. (2015). Promoting VET teachers’ individual and social learning activities: The empowering and purposeful role of transformational leadership, interdependence, and self-efficacy. Empirical Research in Vocational Education and Training, 7(1), 1–20. https://doi.org/10.1186/s40461-015-0018-4.
Burns, A. (2019). Concepts for Teaching Speaking in the English Language Classroom1. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 1–11. https://so04.tci-thaijo.org/index.php/LEARN/article/view/168564.
Chen, L. I. U. (2014). Attitude and Motivation for English Learning. CsCanada Studies in Literature and Language, 9(1), 51–56. https://doi.org/10.3968/5212.
Cole, J. E., & Kritzer, J. B. (2009). Strategies for Success : Teaching an Online Course. Rural Special Education Quarterly, 28(4), 36–40. https://doi.org/10.1177/875687050902800406.
Cox, C. (1999). Teaching Language Art : A Students with Language Approach Classroom. Allyn and Bacon.
Fitriah, F., & Muna, H. (2019). Foreign Language Speaking Anxiety: A Case Study at English Department Students of IAIN Lhokseumawe and Al Muslim University. Jurnal Ilmiah DIDAKTIKA, 19(2), 140–158. https://doi.org/10.22373/jid.v19i2.5030.
Iraqi, E. Y. (2019). The Reasons for Poor Speaking Skills Among Turkish EFL Learners.
Joma, M. A. ., Al-Abed, S. F. M., & Nafi, J. S. I. (2016). The Effect of “Role-playing” on Students’ Achievement and Motivation in the Governmental Schools of Bethlehem District in Palestine. British Journal of Education, Society & Behavioural Science, 18(3), 1–25. https://doi.org/10.9734/BJESBS/2016/28782.
Kelly, J. (2015). Collaboration, Collegiality, And Collective Reflection: A Case Study of Professional Development for Teachers. Canadian Journal of Educational Administration and Policy, 169(5), 100–127. http://cdm.ucalgary.ca/index.php/cjeap/article/view/42876.
Kemmis, S., & Mc. Taggart, R. (1988). The action research planner. Deakin University.
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4). https://doi.org/10.3102/0034654315626800.
Konstantinidou, E., & Scherer, R. (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education, 179, 104424. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104424.
Krebt, D. M. (2017). The effectiveness of role-play technique in teaching speaking for EFL college students. Journal of Language Teaching and Research, 8(5), 863–870. http://www.academypublication.com/issues2/jltr/vol08/05/04.pdf.
Krisdiana, B. P., Irawati, E., & Kadarisman, A. E. (2018). The Effectiveness of Role-Play Integrated with Word Cards on Students ’ Speaking Skill for Communication. Jurnal Pendidikan Humaniora, 6(2), 78–84. http://journal.um.ac.id/index.php/jph/article/view/11367.
Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34–50. https://doi.org/10.1016/j.jslw.2012.11.003.
Miles, M. B., Michael Huberman, A., & Saldaña, J. (2014). Qualitative data analysis: A methods Sourcebook (3rd Edition). In SAGE Publications, Inc. https://doi.org/10.1177/239700221402800402.
Mizbani, M., & Chalak, A. (2017). Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom’s Revised Taxonomy. Advances in Language and Literary Studies, 8(3), 38. https://doi.org/10.7575/aiac.alls.v.8n.3p.38.
Moyi, I. M., & Galadima, S. (2020). Investigating the Causes of Poor Speaking Ability in the English Language among University Students in Northern Nigeria. Global Academic Journal of Linguistics and Literature, 2(3), 1–17. https://doi.org/10.36346/gajll.2020.v02i02.001.
Naksevee, N., & Sinwongsuwat, K. (2015). Using non-scripted role-play to teach speaking skills: A study of English conversation of Thai college students at Yala Rajbhat University. Asian International Journal of Social Sciences., 15, 104–120. https://doi.org/10.29139/aijss.20150106.
Nguyen, T. K. . (2017). How Can Role-Plays Increase Speaking Participation For The Working Adult Students? : Action Research. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 57–67. https://doi.org/10.9790/7388-0701015767.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia - Social and Behavioral Sciences, 29, 994–1000. https://doi.org/10.1016/j.sbspro.2011.11.333.
Rao, P. S. (2019). The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal(ACIELJ), 2(2), 18. https://www.researchgate.net/profile/parupalli-rao/publication/334283040.
Richard, J. . (1985). Conversational competence through role play activities. RELC Journal, 16(1), 82–91. https://doi.org/https://doi.org/10.1177/003368828501600107.
Richards, J. ., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.
Roux, R., & Valladares, J. L. M. (2014). Professional development of mexican secondary EFL teachers : Views and willingness to engage in classroom research. English Language Teaching, 7(9), 21–27. https://doi.org/10.5539/elt.v7n9p21.
Saka, Y. (2013). Who are the science teachers that seek professional Development in research experience for reachers ( RET ’ s )? Implications for teacher professional development. JOurnal Science Education Technology, 22, 934–951. https://doi.org/10.1007/s10956-013-9440-1.
Sudejamnong, A., Robsouk, K., Loipha, S., & Inprasitha, M. (2014). Development of teachers’ mathematical knowledge for teaching by using the innovation of lesson study and open approach. Sociology Mind, 04(04), 317–327. https://doi.org/10.4236/sm.2014.44032.
Ur, P. (1996). A course in Language Teaching: Practice and Theory. Cambridge University Press.
Utami, I. G. L. P. (2018). The Online Learning of Teacher Profession Education Program (PPG) for In-Service English Teachers: Challenges and Accelerated Learning Factors. Jurnal Pendidikan Indonesia, 7(2), 145–153. https://doi.org/10.23887/jpi-undiksha.v7i2.15650.
Utami, I. L. P., & Prestridge, S. (2018). How English Teachers Learn in Indonesia : Tension between Policy-driven and Self-driven professional development. Teflin Journal, 29(2), 245–265. https://core.ac.uk/download/pdf/233167123.pdf.
Utami, I. L. P., Saukah, A., Cahyono, B. Y., & Rachmajanti, S. (2017). Levels of Involvement in the English Teachers’ CPD (Continuous Professional Development): The Degree of Professional Enthusiasm. The Journal of Asia TEFL, 14(2), 336–345. https://doi.org/10.18823/asiatefl.2017.14.2.10.336.
Vrijnsen-de Corte, M. C. W., den Brok, P. J., Kamp, M. J. A., & Bergen, T. C. M. (2013). Teacher research In dutch professional development schools: Perceptions of the actual and preferred situation in terms of the context, process and outcomes of research. European Journal of Teacher Education, 36, 3–23. https://doi.org/10.1080/02619768.2012.662639.
Werth, M. (2018). Role-Play In The Chinese Classroomrole-Play In The Chinese Classroom. University of Massachusetts Amherst.
Yuliana, Y., Kristiawan, M., & Suhartie, T. (2014). The Effect of Role Play Toward Students ’ Speaking Skill ( an Experiment Study The Effect of Role Play Toward Students ’ Speaking Skill ( an Experiment Study at Grade XI IPA High School 1 Batang Anai , Padang Pariaman Regency , West Sumatera , Indonesia ). The Journal of Applied Sciences Research, 1(4), 279–283. https://www.researchgate.net/profile/Muhammad-Kristiawan/publication/316096350.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 IGA Lokita Purnamika Utami
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal for Lesson and Learning Studies agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
