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.
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.
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