MINI RESEARCH

MK. CONTEXTUAL ORAL LS

Score :

IMPROVING SPEAKING SKILLS (PROBLEMS AND SOLUTIONS)

NAME : Ilyas Fadhil Sebayang 2203121084

Rahma Meilinda Sirehar 2203321084
LECTURER : FARIDA HANIM SARAGIH S.Pd., M.Hum.
YENI ERLITA S.Pd.M.Hum
SUBJECT : CONTEXTUAL ORAL LANGUAGE SKILLS

ENGLISH EDUCATION D 2020 FACULTY OF LANGUAGE AND ARTS

– UNIVERSITY OF MEDAN
MAY 2021

1
 KATA PENGANTAR

            By chanting the name of Allah SWT, the Most Merciful, Most Merciful,
we pray and give thanks for his presence, which has bestowed his grace, guidance
and inayah on us, so that we can complete a Research Report on the Effects of the
Use of Slang Among Students on Usage. Indonesian at the State University of
Medan.
We have compiled this research report maximally and received assistance
from various parties so as to facilitate the preparation of this Research Report. For
that we would like to express our gratitude to all those who have contributed to
the preparation of this Research Report.
Apart from that, we are fully aware that there are still shortcomings in
terms of both sentence structure and grammar. Therefore, with open arms we
accept all suggestions and constructive criticism from readers so that we can
improve the Research Report which we will further compile.
Finally, we hope that this research report on the effect of using slang
among students on the use of Indonesian at the State University of Medan can
provide benefits and increase the knowledge and insight of the readers.

Medan, may 2021

penulis

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 CHAPTER 1

1.1 Background

Nowadays, English becomes primary language to communicate between

people around the world. The need of English as international language becomes a

must because English has become the dominant language in many fields such as

industry, sport, education, tourism, business, transportation, medication, military

and etc. It is very important for us who learn English as foreign language to

master this subject in order to deal and communicate with people around the

world. In Indonesia, English used by people as foreign language after the native

language mother tongue, and second language Bahasa Indonesia. The education

ministry has put English as one of important subject that should be taken by

students in any level of study. Because of that, English takes part in education

system in Indonesia which known as “kurikulum 2013”. It becomes a local

content in elementary school, a compulsory subject in junior high school and

senior high school, and a complementary subject for higher education level.

Because in Indonesia English used as foreign language, students are difficult in

learning English especially when they asked to speak up in English. In learning

English, students has to master four different language skills such as; speaking,

writing, reading, and listening. Those skills are very important because each skill

is related to another skill. However, between those four skills, speaking seems to

be the most important skill that has to be mastered because it is a productive skill

and an output of learning language.

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 In fact, most of students in first grade of SMAN 19 Kabupaten Tangerang

still have difficulties in speaking english. It caused by some factors. First, most of

students are tend to shy when they are asked to speak English in front of the class.

Second, most of students are still passive. They just speak when teacher ask them.

Third, students are lack of enthusiastic and not courage enough to involve in

learning process of English. Those problems make teacher difficult to manage

their classroom and moreover, it is difficult for students to reach the passing grade

of English subject itself. The writer thinks that it is necessary to find out the way

how to solve those problems with create a suitable and comfortable classroom

atmosphere through using a role play as a promblem solving. According to Qing

(2011), “Role play is defined as the projection in real life situations with social

activities”(p. 37). Ments (1999) says, “In a role play each players act as a part of

the social environment of the others and provides a framework in which they can

test out their repertoire of behaviors or study the interacting behavior of the

group” (p. 5). Writer can conclude that using role play is just not only improving

students’ speaking ability but also it will improve students’ self-confidence.

Furthermore, role play also will enhance students’ self-confidence as D. Sudha

Rani (2011) mentioned “ ….by using role play, students can benefit through

increased interaction with the material and each other”.

The writer concludes that role play is an appropriate technique in order to

improve students’ speaking skill because there are some beneficial that role play

has. The writer also interested to make a research titled “Improving students’

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 speaking skill through role play” and observe if role play can be a solution for

students in the first grade of SMAN 19 Kabupaten Tangerang.

1.2 Purpose of the study

The purpose of this research is to find out whether role play can improve students’

speaking skill at first grade students of SMAN 19 Kabupaten Tangerang.

1.3 Research Question

Based on the purposes above, the problems presented in formulation of the

following research questions are:

1. Is there any improvement of students’ speaking skill after using role play as a

technique of study?

2. How far role play can be applied as an appropriate technique to overcome

students’ speaking problem?

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 CHAPTER II

Theoretical foundation

2.1 Speaking

2.1.1 Definition of speaking

Speaking is a process of communication between two persons or

more in order to gain some information. Brown (1994) stated “speaking is

an interactive process of constructing meaning that involves

producing and receiving and processing information.” Speaking is a skill

that has been practiced by human when they were child in order to

communicate with another person in native language. In the first stage of

speaking, children tried to acquire their native language with listening to

other people and they tried to process the language itself in their mind and

applied it in speaking skill. Tarigan (1990:3-4) defines that speaking is a

language skill that is developed in child life, which is produced by

listening skill, and at that period speaking skill is learned. Speaking is a

productive skill which cannot be separated from listening. In the context of

communication, we can find people who have their own role whether as a

speaker and a listener. It is a concept of communication that appeared

between one person to another to deliver ideas or share some information

about anything toward an event. According to Ladouse (in Nunan, 1991:

23) speaking is described as the activity as the ability to express oneself in

the situation, or the activity to report acts, or situation in precise words or

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the ability to converse or to express a sequence of ideas fluently. From

those explanations, the researcher concludes that speaking is an activity

about what we say to what we see, feel and think. When we feel

something, we want someone can hear us. So, in this process we can call it

is an interaction between two sides. Moreover, speaking cannot be

separated from listening aspect because speaking involves speaker and

listener in built communication.

2.1.2 Types of Speaking

As one of four English skills that must be mastered by

students in English, speaking is a complex skill that has some types

within. Every type determines the different function and

characteristics with one and another. According to changing.org

there are four types of speaking, such as:

 Informative speaking, Informative speaking seeks to inform. Its

goal is that the listeners understand something in the same way

that the speaker understands that subject. In this way, the speaker

is sharing meaning and ways of understanding. Informative

speaking uses facts, data, logic, evidence and other solid

information and structured presentations to help the listeners

understand and remember the information presented.

 Invitational speaking, is often similar to informative speaking,

but adds judgment into the mix. The 'invitational' element is

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 hence an invitation to listeners in agreement or evaluation of

some sort. This evaluation may be of an idea, another person, an

event, an object of some kind, an event or anything else who

which judgment may be applied.

 Dispositional speaking, Dispositional speaking is more

persuasive in intent than invitational speaking in that it seeks to

gain agreement on an attitude, value or belief. This can be a very

difficult thing to do as to change such deep drivers can often be,

in effect, to change the person and who they are, recreating

their identity.

 Actuation speaking. Actuation speaking seeks to get people to

act, to perform in some way. In practice this can be easy for

simple actions and hardest of all for actions that the person may

not normally undertake. In this way, actuation speaking can be

considered to be the ultimate in persuasive speaking. In its more

difficult form, actuation may well be preceded by other forms of

speaking, as you ay need people to understand, agree with a

judgment and even change what they believe before they will

take the actions you propose.

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2.1.3 Teaching Speaking

Before jump to the context, it is better to know what is

teaching? According to Kumar Vinod in Definition of teaching and

itscharacteristics(http://ugcnetonline.svtuition.org/2009/03/definiti

on-of-teaching-and-its.html), Teaching includes all the activities of

providing education to other. The person who provides education is

called teacher. The teacher uses different method for giving best

knowledge to his students. He tries his best to make understand

students. His duty is to encourage students to learn the subjects. So,

teaching means interactions between teacher as a knowledge

source with students as knowledge receiver. So, what is meant by

teaching speaking according to Hayriye Kayi in Teaching

Speaking: Activities to Promote Speaking in a Second Language

(http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html)

teaching speaking is to teach English students to :

 Produce the English speech sounds and sound patterns

 Use word and sentence stress, intonation patterns and the

rhythm of the second language.

 Select appropriate words and sentences according to the proper

social setting, audience, situation and subject matter.

 Organize their thoughts in a meaningful and logical sequence.

 Use language as a means of expressing values and judgments.

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  Use the language quickly and confidently with few unnatural

pauses, which is called as fluency. (Nunan, 2003)

According to those meanings of speaking above, the

teacher should pay attention to some aspects in teaching speaking

because it is very important to notice by students in order to speak

fluently and clearly.

2.1.4 Function of Speaking

As a productive skill, speaking has some functions. The

mastery of speaking skills in English is a priority for many second

and foreign language learners because speaking is a

communicative skill that has to be mastered to build interaction

with other people. According to Brown and Yule there are three

function of speaking, “…three part version of Brown and Yule’s

framework (after Jones 1996 and Burns 1998) talks as interaction,

talk as transaction and talk as performance. Each of these speech

activities is quite distinct in term of form and function and requires

different teaching approaches.”

a. Talk as interaction

Our daily communication remains interactional with other

people. This refers to what we said as conversation. It is an

interactive communication which done spontaneous by two or

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 more person. This is about how people try to convey his

message to other people. Therefore, they must use speaking

skill to communicate to other person. The main intention in this

function is social relationship.

b. Talk as transaction

In talk as transaction is more focus on message that conveyed

and making others person understand what we want convey, by

clearly and accurately. In this type of spoken language,

students and teacher usually focus on meaning or talking what

their way to understanding.

c. Talk as performance

In this case, speaking activities is more focus on monolog

better than dialog. Function of speaking as performance

happened at speeches, public talks, public announcements,

retell story, and so on.

2.1.5 Problems in Speaking

For students in Indonesia who learn English as foreign

language, speaking English becomes a challenge that must be faced

not only for students but also for English teachers. For teacher,

he/she may find students in various characteristics and differences. It

becomes problem when the teacher deal with students whose passive

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 characteristic and they are not easy to interest toward the material. In

this case, teacher should identify the characteristic of student itself

and find out the best method or way to teach them in appropriate

way. The attempt that teacher could applied to overcome students’

lack of attention problem is, teacher needs to encourage students to

speak up through implement the interactive learning because it will

motivate students to speak up and also will create a communicative

class room atmosphere.

2.2 Role play

2.2.1 Definition of Role play

There are some experts who determine the definition of role

play which has several differences and similarities. Here are some

points of view toward role paly according to the experts.

According to Gower (2005) “Role play is asking someone

that they are either themselves or another person in a particular

situation. A role play is when students take the part of a particular

person: a customer, a manager, a shop assistant, for example. As this

person, they take part in a situation, acting out a conversation. It is

unscripted, although general ideas about what they are going to say

might be prepared beforehand. These might well come out of a text

or a previous context.” Here, the writer concludes that role play is an

activity which involves students in communication each other

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through acting a role. Role play also has the number of possibilities

for communication practice, students are no longer limited to the

script or text that they have in role play because they can improvise

the dialogue based on their language style.

On the other hand, according to Jane Revell (1994) Role

play defined as an individual’s spontaneous behavior reacting to

others in a hypothetical situation. The essential core of the activity is

understanding the situation of another person, and to do this well the

‘player’ needs to come to grips with other participants’ roles, not just

his own. It can be described that in role play activity, an actor or

actress is given basic information about who he or she is, what he or

she is like, and what he or she wants to do. A player must interact

with others regarding to the situation to theirs.

Based on those definitions above, the writer concludes that

role play is a technique that used in teaching English which the

activity purposed to influence students to play and communicate

based on their role in a role play. In role play, students learn in an

imaginary situations or roles in order to develop the students’

fluency. The situations and the roles are made as real life situation so

the students know the function of English itself in their daily

activities.

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2.2.2 Types of Roles in Role Play

According to Ladousse (1997:13), he viewed that there are

several types of role in role play. They are:

a. The first is the roles which correspond to a real need in students’

lives. In this category, it involves such roles as doctors dealing

with patients, or salesman traveling abroad.

b. The second type of role is the student play themselves in a

variety of situations, which may or may not have direct

experience. The example, which include in this category is a

customer complaining or a passengers asking for information.

c. The third type is the type that few students will ever experience

directly themselves, but it is easy to play because the teachers

have such vast indirect experience of them. The television

journalist is a good example of this type and it is very useful kind

of role taken from real life.

d. The last type is fantasy role, which are fictitious, imaginary, and

possible even absurd.

Based on Ladousse mentioned above that the roles in role

play has some differences but overall, the aim of those types of

role is similar, which is to train or practice students in order to deal

with the unpredictable nature of language.

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 2.2.3 How to Apply

In applying a role play, teacher should prepare several

things before he or she wants to apply role play in the classroom.

They are, theme of a role play; teacher should determine what are

themes (English material) that will be offered for students to play,

scenario; scenario of a role play must be prepared by teacher and

elaborated by students in order to give students’ space in develop

their creativity, equipment or tools in role play; students should

prepare what tools that they want to use during the role play. After

all those things had been prepared, then teacher divides students into

several groups which consist of five people or more per group. After,

grouping students, the teacher prepare a rubric of assessment in order

to assess students’ performance during role play activity. There are

some points that teacher would be seen in assessing students’

performance, such as; fluency, accuracy, intonation and gesture.

2.3 The implementation

In order to hold role playing, the teacher must prepare some

steps to make good performance. Here are the stages in arranging

role play activity.

1) The teacher arranges or prepares scenario that will be performed

by students. This scenario is important for the students to know

the situations of their roles.

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2) The teacher appoints some students to learn about the scenario

for several days before teaching and learning activity is being

held. This purposed to give time for students to have them good

preparation for acting.

3) The teacher makes groups of students consist of five people or

more per group. The teacher has to makes group in variant

member due to their ability of speaking. This is purposed to

collaborate the smart students with the low students.

4) The teacher explains about the competence that will be achieved

regarding to this activity. The teacher enlightens the students that

from their performance, they will know some expressions and

ideas according to their scenario and also they will know how to

response it.

5) The teacher calls a group of students who have been choosen to

play prepared scenario. On the other hand, the teacher chooses

the group to perform.

6) Each student in his or her group observes the scenario that being

performed.

7) After finishing the performance, each student is given a work

sheet for discussing each group performance.

8) Every group which has performed gives conclusion about what

scenario that has been performed.

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9) The teacher gives general conclusion. That is about the material

that has been done by students in their role play.

10) Evaluation, it is held by test to know their understanding in the

material.

11) Closing.

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 CHAPTER III

Methodology Of Reserach

This chapter presents the research problem, data collection, research site

participant, instrumentation and data analysis.

3.1 Research Problem

This research has following problems, and one of them is formed as

question below:

1. Is there any improvement of students’ speaking skill after using role play

as a technique of study?

3.2 Data Collection

This part describes data collection which concerns research site and

participant and instrumentation.

3.2.1 Research Site Participant

This research involves 10 students in X.1 class of SMAN 19

Kabupaten Tangerang as participants. The writer chooses participants

from first grade students because role play technique appropriates to

implement in order to improve students’ speaking skill in first grade.

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3.2.2. Instrumentation

In order to conduct a research, there are four instruments that can

be used by the writer for collecting the valid and reliable data, such as such

as interview, questionnaire, and observation. The writer will explain

briefly the data collection methods or the instruments in general according

to Annum (2014).

3.2.2.1. Interview

Interview is an interaction in which oral questions are posed by the

interviewer to elicit oral response from the interviewee.

Specifically with research interviews, the researcher has to identify

a potential source of information, and structure the interaction in a

manner that will bring out relevant information from his

respondent. The creation of a cordial atmosphere is therefore vital

to the success of such an interaction. Apart from face-to-face

interviews, they can also be conducted over the phone or the

computer terminal via video conferencing technology.

There are four main kinds of interview: (a) the structured

interview; (b) the unstructured interview; (c) the non-directive

interview; and (d) the focus interview.

a. Structured Interviews

The Structured Interviews are formal because, sets of

questions known as interview questionnaire are posed to

each interviewee visited and the responses are recorded on

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 a standardized schedule. It is therefore characterized as

being a closed interview situation. In structured interview,

the interviewer follows a set pattern usually adhering as

much as possible to the order of questions on the interview

questionnaire whilst posing the questions in a formal

manner. Interviewers must always ensure that the

atmosphere of an interview is congenial to establish

interviewer-interviewee rapport.

b. Unstructured Interview

The Unstructured Interview is the less formal type in which

although sets of questions may be used, the interviewer

freely modifies the sequence of questions, changes the

wording and sometimes explains them or adds to them

during the interaction. Hence the researcher has to be

careful in order not to deviate from his focus. The

atmosphere is often casual. This is conducted in what is

characterized as an opened situation because there is more

flexibility and freedom in the interaction.

c. Non-Directive Interview

The Non-Directive Interview or the unguided gives

excessive freedom for the respondent to express his or her

ideas subjectively and spontaneously as she chooses or is

able to. There are no set questions in this style. It is the

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 most appropriate type of interview to use when

investigating issues where the respondent has to be allowed

to talk uninterrupted on a very broad topic which will

unconsciously reveal personal motives, feelings, attitudes

etc.

d. Focus Interview

Focus Interview as the name suggests, focuses on the

respondent’s subjective responses and experience on the

subject matter to elicit more information. This method is

used by researchers to render the non-directive interview

more interviewer control with the use of verbal cues that

serve as a stimulus to inspire respondents to volunteer more

information on the subject. As the story unfolds the

researcher can hum in approval of what the respondent

submits or chip in a stimulating question to encourage the

flow of the conversation.

3.2.2.2. Observation

Observation is one of the very important methods for

obtaining comprehensive data in qualitative research especially

when a composite of both oral and visual data become vital to the

research. A writer obviously needs an audio-visual recorder for a

complete collection of such comprehensive record. By the use of

observation strategy, researchers are able to obtain firsthand

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 information about objects, and eventful happenings like durbar

and festivals. The possibility of distorting facts and records are

reduced to the barest minimum.

From this type of instrument, we can classify observer into two

types. Those are participant observer and non-participant observer.

In participant observer, the researcher lives as a member of the

subjects of the study while observing and keeping notes of the

attributes of the subject that is being researched so that he can

directly experience, the phenomenon being studied. Meanwhile,

in non-participant observer, the researcher does not live as a

member of the subjects of the study. The researcher watches the

subjects of his or her study, with their knowledge of his status as

a researcher, but without taking an active part in the situation

under study.

3.2.2.3. Questionnaire

Questionnaire is a data collection instrument mostly used

in normative surveys. This is a systematically prepared form

or document with a set of questions deliberately designed to

elicit responses from respondents or research informants for the

purpose of collecting data or information. Furthermore, It is a

form of inquiry document, which contains a systematically

compiled and well organized series of questions intended to

elicit the information which will provide insight into the nature

22
of the problem under study.

In this type of data collection, there are two types of

questionnaire. Those are structured questionnaire and unstructured

questionnaire. Structured questionnaire is described as closed form

because the questions are basically short, requiring the respondent

to provide a ‘yes’ or ‘no’ response, or checking an item out of

a list of given responses. Questions that require yes or no

answers are also termed as Dichotomous questions. It may, also be

multiple choice options from which the respondent selects the

answer closer to their own opinion. The respondent's choices are

limited to the set of options provided. Meanwhile unstructured

questionnaire is termed as open-ended or unrestricted type of

questionnaire calls for a free response in the respondent's own

words. The respondent frames and supplies the answer to the

question raised in the questionnaire.

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3.5 Data Analyzes

In this research, the writer uses questionnaire instrument to know students

improvement in speaking skill when uses role play as a technique of study.

This research focuses in descriptive analysis in analyzing the data. The

writer shows the table to explain the data analysis, pay attention on the following

table:

Table 1

Research Type of How to get How to

No Time
question data data analyze data
1 Question Student - Questioner - After Descriptive

number 1 responses treatment analysis

CHAPTER IV

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 Data Interpretation

This chapter presents data interpretation of research. It covers of

questionnaire.

4.1 Questionnaire

Total answer Answer percentage %

No Statement Yes No
Yes No

1 Do you have difficulty in 6 4 60 40

speaking after you involve in

role play activity?

2 Do you think role play give you

opportunity to speak more ? 8 2 80 20

3 Do you think this technique

more interesting and creative

than the usual? 8 2 80 20

4 Do you think role play can

increase your self-confidence in 7 3 70 30

speaking?
5 Do you think role play improve 7 3 70 30

your speaking skill?

The questionnaires were conducted on Monday, 08th December 2014 at

10.00 AM. The questionnaire consists of five questions. They are:, 1) Do you

have difficulty in speaking after you involve in role play activity?, 2) Do you

think role play give you opportunity to speak more?, 3) Do you think this

25
technique more interesting and creative than the usual?, 4) Do you think role play

can increase your self-confidence in speaking?, and 5) Do you think role play

improve your speaking skill? Based on the questionnaires above, the writer

analyses that for the first question, there were 6 or 60% students answered yes; on

the other hand 4 or 40% students answered no. so, more than half students agree

that they do not find any difficulties in speaking after they involve in role play

activity. However, 40% students who get involve in role play activity still have a

little bit difficulty in speaking. Whereas for the second question, there were 8 or

80% students answered yes; at the same time just 2 or 20% students answered no.

It means most of them realize that role play give them a lot opportunity to speak

more. Meanwhile for the third question, there were 8 or 80% students answered

yes; on the other hand only 2 or 20% students answered no. It means the majority

of students agree that role play was a fun activity to do when they were practicing

their speaking skill. And then, for the fourth question there were 7 or 70%

students answered yes, on the other hand 3 or 30% students answered no. It means

most of students agreed that role play can create but also increase their self-

confidence in speaking. Finally for the fifth question there were 7 or 70% students

answered yes, beside 3 or 30% students answered no. It means most of the

students agreed that role play can improve their speaking skill.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion of the research and recommendation or

suggestion for the teacher and students.

26
5.1 Conclusion

After the writer did research about improving students speaking skill

through role play in Frist grade of SMAN 19 Kabupaten Tangerang, the writer

concludes that most of the students in Frist grade of SMAN 19 Kabupaten

Tangerang think that role play improves their speaking skill. Role play also helps

them to get more courage to speak up in front of public. Even though there are

some students who do not get significant improvement but overall improving

students’ speaking skill through role play, reach a huge success both for the

researcher and also for students.

5.2 Suggestions

In this part, the writer would like to give some suggestions to be

considered by English teachers when they are dealing with students who has

problem in speaking. Here are the suggestions:

a. Role play technique is very helpful to improve students’ speaking skill. Based

on the research data above, role play gives significant change in order to

overcome the students’ problems in speaking.

b. The teacher should create a good classroom atmosphere by applying

communicative activities especially role play in order to trigger students to

speak up regularly.

Finally, the writer realizes that this research still have some weakness and

mistakes. So that, the writer would like to accept any constructive suggestions in

order to make this research better.

27
 REFERENCE

Annum, Godfred. Research Instrumentation for Data Collection. (2014)

D. Sudha Rani. Advanced communication skills laboratory manual.

(2011).

Gillian Porter Ladousse, Role Play, (New york: Oxford University Press,
1997), p.13

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 Hayriye Kayi in Teaching Speaking: Activities to Promote Speaking in a
Second Language, http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
(Accesed on 2nd November 2014 at 7 P.M)

H. Douglas Brown. Teaching by Principles: An Interactive Approach to

Language Pedagogy Second Edition. Longman: San Francisco State University.
(2000).

H. Douglas Brown, Teaching by Principles: An Interactive Approach to

Language Pedagogy, (New York: Pearson Education, 2011)

http://chaningnminds.org/techniques/speaking/preparing_presentation/pur
pose_speaking.htm (Accessed on November 3rd, 2014 at 7 P.M)

Jane Revell, Teaching Techniques for Communicative English, (London:

Macmillan Press, 1994),pp.60-61

Ments, V. M. The effective use of role-play: practical techniques for

improving learning (2 ed.). (1999)

Roger Gower, et-al, Teaching Practice: A handbook for Teachers in

training, (Oxford:Macmillan Education, 2005),p.105

Qing, X. Role-play an effective approach to developing overall

communicative competence. Cross-Cultural Communication, 7(4), 36-39. (2011)

Vinod Kumar in Definition of teaching and its characteristics,

http://ugcnetonline.svtuition.org/2009/03/definition-of-teaching-and-its.html
(Accessed on November 2nd 2014 at 9 P.M)

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