Roleplaying in EFL Classroom: EFL learner’ Oral Proficiency Achievement and Perception

Jaya Nur Iman, Nike Angraini

Abstract


This research was aimed at inquiring the application of roleplay toward the EFL learners’ oral proficiency achievement. An experimental design, primarily on the pre-experimental design, was used in this research. Thirty-eight university students were taken conveniently as the research sample. A test and a close-ended questionnaire were administered to rate the oral proficiency achievement and perception of the EFL learners. The findings revealed that (1) the oral proficiency achievement level (OPAL) of the EFL learners in the experimental group was in the good and very good achievement level, (2) there was a significant improvement on the EFL learners’ OPA after the intervention given, and (3) then positive perception made by the EFL learners about the application of roleplay on their achievement of oral proficiency. In concluding, using roleplay made a significant improvement on the EFL learners’ oral proficiency achievement. This research also provides pedagogical implication for lecturers, students, stakeholders, and near future researchers to apply this as the alternative instructional activity to develop the oral proficiency of the English language learners.


Full Text:

PDF

References


REFERENCES

Al -Hosni,S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.

Al-Jamal, D. A., & Al-Jamal, G. A. (2013). An investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), p. 19.

Asensio, P. (2015). El jugador de rol en el entorno digital: Una nueva audiencia para las narrativas transmedia. Revista Sphere Publica 15(1), 34-56.

Basim, Y. (2007). Identifying the advanced Iraqi EFL learners’ obstacles in comprehending live speech and their pedagogical implications. Tikrit University Journal for Humanities, 14(8), 20-56.

Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor effecting students’ english speaking skills. British Journal of Arts and Social Sciences, 2(1), 34 -50.

Brown, H. D. (1994). Teaching by principles -an interactive approach to language pedagogy. Prentice Hall Regents.

Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Burns, A. (2012). A holistic approach to teaching speaking in the language classroom. In M. Olofsson (Ed.), Symposium 2012 (pp. 165–178). Liber.

Conforme, E. & Torres, B. (2013). Consolidación de Destrezas con criterio de desempeño en primero de EGB (Bachelor’s Dissertation). Universidad de Cuenca, Cuenca.

Coombe, C., & Hubley, N. (2011). Fundamentals of language assessment. Mexico Documents. https://vdocuments.mx/ fundamentals-of-language-assessment.html.

Chaney, A. (1998). Teaching oral communication in grades K-8. USA. A Viacom Company.

Dil, Y. (2009). EFL Learners’ communication obstacles. Electronic Journal of Social Sciences, 8(29), 84–100. ISSN1304-0278.

Duxbury, J. & Ling, T. (2010). The effects of cooperative learning on foreign language anxiety: a comparative study of Taiwanese and American universities. International Journal of Instruction, 3(1), 04-18.

Ettkin, L., & Snyder, L. (1972). A model for peer group counseling based on roleplaying. School Counselor, 19(2), 215-218.

Gass, S. & Mackey, A. (2006). Input, interaction, and output: An overview. AILA Review 19(1), 3-17.

Gert, R., & Hans, S. (2008). Handbook of communication competence. Berlin, Germany: University of Bielefeld.

Ginther, A. (2012). Assessment of speaking. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Blackwell Publishing. https://doi.org/10.1002/9781405198431. wbeal0052

Green, A. (2013). Exploring language assessment and testing: Language in action. Routledge. https://doi. org/10.4324/9781315889627

Fulcher, G. (2018). Assessing spoken production. In J. I. Liontas, tesol International Association, & M. Del-liCarpini (Eds.), The tesol encyclopedia of English lan-guage teaching (pp. 1–6). John Wiley & Sons. https://doi. org/10.1002/9781118784235.eelt0364

Holt, L.C. & Kysilka, M. (2006). Instructional patterns: strategies for maximizing student learning. Thousand Oaks, CA: Sage

Huyack, E. T. (1975). Teaching for behavioral change. Human educator, 14(1), 12-20.

Iman, J. N. (2014). Scripted role play-based teaching to improve speaking skill of the eleventh grade students of SMAN 14 Palembang. Global Expert:Jurnal Bahasa dan Sastra, 3(1), 55-64. http://dx.doi.org/10.36982/jge.v3i1.24

Iman, J. N (2017). Debate Instruction in EFL Classroom: Impacts on the Critical Thinking and Speaking Skill. International Journal of Instruction, 10 (4), 87-108. https://doi.org/10.12973/iji.2017.1046a

Jena, B. (2014). Developing speaking skills through TBLT. International Journal of Research, 1(4), 691-701.

Krebt, D. M. (2017). The effectiveness of role play techniques in teaching speaking for EFL college students. Journal of Language Teaching and Research, 8(5), 863-870.

Kumaran, S. (2017). Benefits and shortcomings of role-play as a speaking activity in English language classrooms. The English Teacher, 39(1), 72-93.

Kusnierek, A. (2015). Developing students’ speaking skills through role-play. World Scientific News 7(1), 73-111.

Lado, R. (1961). Language testing: The construction and use of foreign language tests. Longman.

Ladousse G.P. (1987). Role play. Oxford: Oxford University Press.

Larsen-Freeman D. & Long M.H. (1991). An introduction to second language acquisition research. New York: Longman.

Lee, C. D. & Smagorinsky, P. (Eds.). (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.

Mauranen, A. (2006). Spoken discourse, academics and global English: A corpus perspective. In R. Hughes (Ed.), Spoken English, tesol and applied linguistics: Challenges for theory and practice (pp. 143–158). Palgrave Macmillan. https://doi.org/10.1057/9780230584587_7