Nama : Putri Herman Citra Loisa Hutahaean

Nim : 1612021176

Kelas : 5E

The Effectiveness of Simulation and Role-Play in Teaching Speaking for

Students with Different Levels of Motivation

Summary

The title of This article is about The Effectiveness of Simulation and Role-Play in Teaching
Speaking for Students with Different Levels of Motivation. Where motivation were also improved
as effect of the techniques for speaking skills . where as we know English speaking ability is very
important to be able to participate in the wider world of work, Where this makes the teachers and
parents think about the ability to speak must be mastered by students and their children, and indeed
needed like that, as for factors that support speaking skills such as student interest, student
motivation, teaching techniques, teaching materials, and the media. While the authors believe that
developing students' speaking skills in transactional conversations through simulation and role
play will have more practice speaking. Therefore according to the author Simulation and role
playing provide many benefits for students. They are grammar and vocabulary that are introduced
to new experiences given to students who are inactive or who are shy and not too brave to discuss
with their friends, Where the advantages of simulation are not only for speaking skills, but also for
students' skills to speak and this update can also facilitate students to do assignments and solve
problems together. The most common thing for simulation is that it can create a rich
communicative environment, actually more researchers who have learned about the relationship
of teaching techniques and motivating students who play an interesting role are deeper in students'
motivation than oral English tests. Where this causes student motivation to go up and down
depending on the context of their language learning. in this case the teacher must optimize the role
to motivate the students. Where the method carried out by the author in this article is to support
two methods of discussing, such as comparison and role playing, for students with various levels
of motivation. Thus, quasi-experimental research with factorial design, the method of speaking
ability is a technique for playing a role while there is one dependent variable. Where the author
experimented with two independent variables, So the result of this method is where most students
are very eager to learn in learning to speak during the discussion. In the simulation class, they are
very active in discussing and sharing their ideas in groups. Through this strategy, students who are
categorized as low participants can also take part, and try to play this strategy with their group
mates. So, the authors make conclusions that this method is able to increase student motivation,

Discussion

From this article according to Richards (2008: 29) proposed two things that are needed in
planning speaking activities for an English class. The first is what kinds of speaking skills the class
will focus on. The second is identifying teaching strategies to teach each kind of talk, talk as
interaction; talk as transaction; and talk as performance. Talk as transaction is the writer’s attention
to do this research because it is more easily planned. The writer believes that by developing the
students’ speaking skill of transactional conversation through simulation and role-plays will have
more practice of speaking. Which The author suggests using a simulation and role play that can
improve the quality of student speaking skill, for example through their experience, can provide
students with new experiences, provide support to shy students, interesting and fun activities, and
promote interaction and motivation, to find out this, the author made direct observations made to
see the condition of the class directly with simulation methods and role play that was applied to
students while learning English especially in speaking skills. the author conducted his research on
some stages, the first one is effectiveness of simulation and role play to students with high
motivation, and research for The effectiveness of role play and simulation to students with high
motivation, and after that the author research about The interaction among speaking strategies and
students’ motivation. after doing various observations about things the application of simulations
and role playing for students then get results, From the results of the overall test applied to students
using simulation strategies and role play, the results show that role playing and simulation can
improve students' speaking ability because the pre-test average value at 5.36 points in the
simulation class is 7.64 in the playing class role. and From these results, it can be concluded that
students get an increase in their speaking skills. So, it can be concluded that the strategy is
effective. So it means the theory of Charles and other theories of theory applied by the writer who
said that role playing skills are more effective in teaching speaking skills for students with high
motivation than simulation strategies because the increase is much different. like the theory from
other experts like (Razali and Ismail, 2017). Kong (2009) and Ardriyati (2010) discussed ways to
motivate students in English learning. They mentioned some ways namely; using various
activities, involving new techniques, using reward appropriately, creating positive learning
climate, and cooperative activities and theori from Ayudhya (2015) in her research said that the
use of simulation in English communicative speaking online learning package was effective since
post-test score was higher than pre-test score. so all the application of the theory that has been
proven by the author through his research has succeeded according to their theory where
simulation and role play are very effective to improve the quality of students speaking skill even
on students who are low level.

References

Adib Lutfi1, Agus, Sutopo , Djoko & Rukmini Dwi (2018). The Effectiveness of Simulation and
Role-Play in Teaching Speaking for Students with Different Levels of Motivation.4.489-498

https://journal.unnes.ac.id/sju/index.php/eej/article/view/24828