Journal article critique - 12

Citation: Mevada & Gujar. (2015). Role-play: a technique to develop speaking skills of ug students, elt vibes: international e-journal for research in elt, 1(3): 89-97.

know the aim of this journal, that is to know the effect of role play technique in developing ug students speaking skills. 
    On the first part, the researchers stated that having good English is important not only for the students, but also to the other profession. The next point the researchers stated that to developing students speaking skills, the teacher should conduct a communicative activity such as role play and the teacher should make the teaching learning activity become more interesting.  If the teaching learning activity is interesting, the students will be motivated to attend the class.
   However, there are some problems faced by the students in learning speaking, that are: the students are not confident while speaking English since English is not their first language, the students do not know where they should practice and improve their speaking skills, and the last is the students are afraid of making mistakes while practicing their English.
    On the next point, the researchers mention the definitions of speaking by some experts, and at the last of this point the researchers make conclusion of the definitions of speaking, that is: speaking is the way of delivering someone mind using sounds.
    The next point, the researchers mention definitions of role play by some experts, and one of them is Harmer, role play is the activity where the students should act to be other people in a certain situation.
   Then, they mention about the benefits of using role play by some experts, one of them is by Adam and Evans (2003). Adam and Evans mention three benefits of using role-play in a learning activity, that are: the students can practice their English like in a real communication, role play can improve students imagination and creativities in making the dialogue of role play, and it motivates students in learning speaking.
    At the conclusion, the researcher stated that role play is the effective technique to develop students’ speaking skills. Actually, not only speaking skill which developed, but students’ vocabulary and pronouncing too.
    After reading this journal, I will use this activity too to my future students. Because this activity gives more benefits to the students, not only in their speaking skill, but also to their vocabulary and their pronouncing. In the future the students must have good speaking skill, includes the correct pronounciation and much vocabullary. So, applying this activity I think is quite possible to the students. Since I have red some journals and at least I have known how to conduct my students in this activity so the students can get some improvements in their speaking.
    However, this method wae used for some years ago, but at my previous study or senior high school my english teachers not used this kind of activity. They just used the traditional method, that is ask the students to read the book one by one, I think the reason why they did not apply this activity in class because at that time the ability of the students in speaking English and make their own script are very low. So, the teacher dis not apply this activity but asked the students to read the book. I think the purpose of my teacher at that time was to improve students pronounciation and accuracy in reading an English text, but it did not give the improvement in the students speaking ability.

Journal article critique - 11

Citation: Rahimy, Ramin., & Safarpour, Samaneh. (2012). The effect of using role-play on Iranian efl learners' speaking ability, Asian journal of social sciences & humanities, Vol. 3/No. 1: 50-59.

The purpose of this journal is to know the impact of using role-play in teaching speaking for intermediate students. The reason why the researchers used this method is they want to improve Iranians students' speaking ability, because almost of the students in Iran are lack of speaking skill. In this journal the researchers mention four problems faced by Iranian students.
In testing this method, the researcher devided 60 students into two groups, that are: the control group and the experimental group. At the pre-test and the post test both of the groups are given same question, but the method used by the teacher in delivering materials in class are different. In control group, the teacher using traditional method, while in the experimental group the teacher using role play method.
Based on the data analysis, the experimental group shows significant improvement in their speaking ability. The data shown on table 2 and 3.
In conclusion, the role play method is appropriate to improve Iranian learners' speaking ability. They can practice to be various characteristics of people, such as police, teacher, doctor,  and so on.
I remember when I was at vocational school, my English teacher did not use this method in teaching English. He used traditional method, such as reading a text. So, the students could not get significant improvement. Because, the students are not practice using English in the real context.
However, if I am become a teacher,  I will use this method in my speaking class. Because, based on the some journals that I have read, the data show that there is significant improvement by using this method. Also, the benefit of using this method not only improve the students' speaking ability,  but it can improve students' vocabulary too.

Journal article critique - 10

Citation: R, Arham. Hakim Yassi, Abdul. Arafah, Burhanudin. (2016). The use of role-play to improve teaching speaking, International journal of scientific and research publications, Vol. 6/No. 3: 239-241.

     The purposes of this journal are to develop nursing students' speaking skill using role play and  to know how far the students' ability in speaking English after learning using role-play.
In this journal the authors mention the benefit by using role-play in nursing students' English class. While learning English using role-play, the students not only improve their speaking skill, but also their nurse skill too.
      The students act as the real nurse, they are practicing to communicate with doctors, patient and patient's family in medical context.
In this activity, the students become more active and they have more chance to improve and practice their English.
     When I was in vocational school, one of my English teacher used role-play activity. She asked the students to practice the dialogue in front of the class, but the dialogue did not match with our subject in vocational school. We were took multimedia and the dialogue was about being an receptionist. However, that activity only improve the speaking skill of students in my class, but it could not improve our subject we took in vocational school. If the teacher gave the dialogue which suitable with our subject, it would give more benefits for the students of my class.
     For my future class, if I teach in vocational school, I will use this activity too. But I will give the dialogue which suitable with the students' subject. I do agree with the authors of this journal that using role-play not only give improvement in English, but also it will give improvement in their subject too.

Journal article critique - 9

Liu, Xiu. (2010). Arousing the college students' motivation in speaking English through role-play, International education studies, 3(1): 136-144.

This journal article is discuss about the effectiveness of role play method in arousing college students' motivation in speaking English. In this journal the researcher shows his research result that role-play method can increase students' motivation in speaking English and it makes them become more interested in speaking English.  Also, the researcher stated some aspects that affecting the college students' motivation in speaking English. Actually, the causes are not only come from the students, but also come from the teacher and the classroom activities design.
In this journal the researcher mention some traditional method in teaching speaking which make the students getting bored with the speaking lesson, for example is oral English test for each week. Actually, in my class the students are separated into two small class, that are A class and B class. In the B class, the students said that the speaking class is bored because they just doing same activity in every week. At the beginning of the semester they are interested with the class, but at the end they are getting bored and they think they just doing same activity again and again. Of course, that activity cannot improve students' motivation in speaking English class.
At the point 6th, the researcher provides the research procedure. It starts from the week 1 until week 4. The researcher explains every single activity that she gave to the target class related to the role-play activity. And on the next point, the researcher gives brief explanation about students' improvement.  Actually, at the first week the target and the control groups are at the same level of speaking ability and motivation. The target group cannot do the role-play activity well at the first time, but in every week the target group shows good improvement in ability and motivation, they are become interested in speaking English. 
Since my thesis will use same method with this journal, but my target is different.  I got an illustration about my future thesis, how I should implement this method in my future class. Actually, I do agree with this journal that role-play method can improve students' motivation in speaking English, because the more the students try to speak up the more they want to be better. In addition, the activity is not monotonous. So the students will not get bored with the class.