INTRODUCTION

In recent years, the teaching of English in EFL (English as a Foreign

Language) classroom aims at maximizing the learners opportunity to actively
use the target language. However, achieving this is not easy due to numerous
problems faced by the learners in learning the language. Chauhan (2004) points
out that even after years getting through the English teaching, learners are not
confident to speak the language. The learners language output is limited and
grammatically isolated sentence. Monotonous activities in teacher-centered
methods, moreover, continue to apply in the classroom. Chauhan (2004) argues
that traditional teaching method hardly gives the learners opportunity to use the
language in real communication that involves feeling, appropriateness, and
adaptability. In consequence, the crucial purpose of the teaching and learning
English, developing communicative ability through meaningful situation, is
unfortunately ignored.
The emphasis of teaching English in EFL context is not only on the
linguistic competence of the learner but also on the development of
communicative competence of the learner. Role-play and simulation are viewed
as teaching techniques which can help develop the learners communicative
ability.
This paper is going to discuss simulation and role play in teaching
English. It aims to find out the practical and theoretical means of applying the
techniques. The writer presents important aspects that relate to simulation and
role play in discussion. At the end of this paper, the writer gives some
conclusion.

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 DISCUSSION

Theoretical Foundation of Role Play and Simulation

Some experts believe that elements underpinning learning theory can be found
in some CLT (Communicative Language Teaching) practices. First element is
the communication principle, described as activities that involve real
communication encourage learning. Second element is the task principle
referring to activities in which language is used for carrying out meaningful
tasks promote learning (Johnson 1982). Third element is the meaningfulness
principle explained as language that is meaningful to the learner supports the
learning process. Learning activities are consequently selected according to how
well they engage the learner in meaningful and authentic language use (rather
than practice of language patterns). These principles can be inferred from CLT
practices (Johnson 1982).
Johnson (1984) and Littlewood (1984) consider an alternative learning
theory that they also see as ideal with CLT-a skill-learning model of learning.
According to this theory, the acquisition of communicative competence in a
language is an example of skill development. This involves both a cognitive and
a behavioral aspect.
The cognitive aspect involves the internalization of plans for creating
appropriate behavior. For language use, these plans derive mainly from the
language system they include grammatical rules, procedures for selecting
vocabulary, and social conventions governing speech. The behavioral aspect
involves the automation of these plans so that they can be converted into fluent
performance in real time. This occurs mainly through practice in converting

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plans into performance. (Littlewood 1984: 74). In brief, this theory encourages
an emphasis on practice as a way of developing communicative skills.
Role play and simulation have been widely suggested in the application
of CLT. The prevalent aim of these dramatic activities is to provide opportunities
for interaction and to initiate communicative skills.

Defining Role-play and Simulation

Role-play is a set of organized situations which is played to portray a life-
like experience. The learners taking parts in this situation are instructed to act
out someone elses life in groups or pairs. They are commonly provided with
controlled scenario with different characters (Hua, 1991).
Simulation is an activity done by usually larger groups through an
imaginary situation as a social unit. It involves discussion of a problem which is
presented by the teacher. The students normally bring their own experience to
the simulation of the roles. The situation needs to be a real life situation like a
board meeting, but can be imaginary like being stranded in a desert island
(Brown, 2007).
Role-play is often included within simulation. This allows for extended
interaction between the students. These two activities help to create the language
used in different situations. This is the type of language the students are most
likely to use outside the classroom. The main benefit is that it enables a flow of
language to be produced.
The Rationale of Role-play and Simulation in Language Teaching
Role play and simulation are widely recommended to apply in the
classroom for some reasons. Tompkins (1998) points that role play and
simulation encourage thinking and creativity, let students develop and practice

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language and behavioral skills in a relatively nonthreatening setting, and create
the motivation and involvement necessary for learning to occur. The activities
are more likely to be learner-centered. The students have to draw on their
language resources in order to take part in the activities. The various kinds of
activities provide opportunities to create different real-life situations for the
students to use the target language. Thus, the material would be more
meaningful and engaging.
The following points are some benefits of using role play and simulation
in classroom.
Role play and simulation promote effective social transactions among
students. In order for a simulation to occur the participants must accept the
duties and responsibilities of their roles and functions, and do the best they
can in the situation in which they find themselves (Jones, 1982). To fulfill
their role responsibilities, students must relate to others in the simulation,
making use of effective social skills.
Role play and simulation facilitate the development of language skills. Role
play and simulation create a nonthreatening environment which encourages
genuine communication and active involvement. Students engage in
genuine communication when playing their role and are so absorbed in the
activity that they forget about their fears about using language wrongly.
In addition to encouraging genuine communication, active involvement, and
a positive attitude, the simulated "real life" problems help students develop
their critical thinking and problem solving skills.
Furthermore, a number of recent studies has indicated the success of role-
play and simulation in enhancing students language aptitude. In their research
entitled Role-play in English Language Teaching, Ding and Liu (2009) prove

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that the technique can effectively improve the 30 Chinese freshmens
achievement in learning English. The finding statistically shows that about 21
students (70%) can freely practice the new vocabulary and 24 students (80%)
can communicate fluently without rigid limit of words application and formal
grammar. The research therefore has affirmed the positive effect of role-play
simulation to the learners language use.
Teacher can use role-play and simulation to create interactive teaching
practice. This paper will help describe how the technique can become the
practical and theoretical solution on developing communicative competence.

Generic Steps in Implementing Role-play and Simulation

In selecting a role-playing simulation activity, the teacher should
consider that the activity is appropriate with the lesson objectives and students
level of skills and cognitive development. Make sure that the activity is
interesting and familiar to students, otherwise they may feel bored.
Before applying a role-playing simulation, the teacher should ensure that
students have had adequate experience with reality being represented to be able
to appreciate the activity as a simulation. Students should be directed to see the
activity as part of an overall unit of work. Do not forget to discuss the purpose
of the activity with students and keep all rules and directions to a minimum,
especially at the start of an activity.
Coghlan (2012) notes some important things leading to successful role
play and simulation.
Some students who are normally quite shy can open up considerably in a role
play lesson. To make that possible, teacher must ensure that students are

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 really in simulation or that students are in different situation not in the
classroom. They are in different character or are not what they really are.
Teacher intrusion could be limited during role play and simulation. No
intrusion is better. It is because students are expected to learn the language
in as realistic situation as possible. Therefore, teachers comment or input
can be left after simulation session.
Teachers feedback is crucial. If it possible, students performance can be
recorded for themselves evaluation. This will help students see their
strengths and weaknesses.
Teacher may become rogue character when it is needed. For instance,
when the story/simulation is becoming too predictable for the students.

Learners Roles in Role Play and Simulation

Learners, according to this technique, should be active and have

considerable control over their own learning. Students should help select themes
and tasks and provide teachers with details of their learning process. Thus,
divergent simulation will do better.

In role playing, students have some responsibilities that they might not
be accustomed to. For instance, students are expected to be proactive and to
make decisions in unfamiliar context.

Teacher Roles in Role Playing

In role playing, teacher defines the general structure of the role play, her
participation is limited or even diminished. Scarcella and Oxford (1992) state

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that in this kind of learning, the teacher keeps a relatively low profile and ensures
that students are free to interact with each other spontaneously.
The teacher must take on some additional responsibilities in role
playing/simulation. In particular, she must keep students motivated by
simulating their curiosity and keeping the materials relevant. Furthermore,
Coghlan (2012) concludes three roles of teacher in role playing/simulation:
facilitator, participant (if necessary), and feedback provider.

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 CONCLUSION
In conclusion, role-play and simulation can be said to be a useful tool in
teaching language as illustrated previously. With the emphasis on the use of
Communicative Approach in language teaching, role-play and simulation in
EFL classroom provide a meaningful way of learning the language. It does not
only promote the linguistic competence but also the communicative
competence. Students are given opportunities to express themselves, share their
opinions and use their imagination. Therefore, in terms of generating the use of
language, this activity is ideal to do it well.

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 REFERENCES
Brown, H. D. (2007). An interactive approach to language pedagogic. New
York: Pearson Longman.
Chauhan, V. (2004). Drama techniques for teaching English. The Internet TESL
Journal, 10(10), 1-5.
Coghlan, N. (2012). Role play and simulations. The Internet TESL Journal,
3(2), 90-97.
Ding, Y. & Liu, F. (2009). Role-play in English language teaching. Asian Social
Science, 5(10), 140-143.
Hua, L. B. (1991). Role play and simulation. The English Teacher Journal,
10(2), 1-5.
Johnson, K. (1982). Communication in the classroom. London: Longman.
Jones, K. (1982). Simulations in language teaching. Cambridge: Cambridge U.
Press.
Littlewood, W. (1984). Communicative language teaching. Cambridge:
Cambridge University Press.
Scarcella, R., & Oxford, R. L. (1992). The tapestry of language learning.
Boston: Heainle and Heinle.
Tompkins, P. (1998). Role playing and simulation. The Internet TESL Journal,
4(2), 8-14.

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SIMULATION AND ROLE PLAY IN TEACHING ENGLISH

A Paper on TEFL Midterm

Trinadia Utami
14B01070
Class B

STATE UNIVERSITY OF MAKASSAR

2015

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