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.
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.
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