CHAPTER
I
INTRODUCTION
A.
Background
Language
is primarily speech. Consequently, spoken English should be given a properly
position. From the four language skills, the researcher focuses her attention
on speaking since it has an important role in communication. Widdowson in
Bahraeni (2003:1) states that “an act of communication through as a part of
dialogue or rather forms of verbal exchange interaction involve not just those
of others, one listen and others respond direct or indirectly”.
According
to Brumfit and Johnson (1983), “the difficulty is that the ability to compose
sentences is not the only ability we need to communicate. Communication only
take place when we make use of sentences to perform a variety of different acts
of an essentially”.
In
teaching English, it is necessary to develop teaching techniques especially in
teaching speaking because the technique of teaching influences the students’
success. Therefore, that teacher of English may select suitable method,
technique and material to teach.
Littlewood
in Richard and Rodger (1986:66) states “one of the most characteristics
features of communicate language teaching is that it pays systematic attention
of functional as well as structural aspects of language”. We can use grammatical
sentences and structural sentences, when we will be communicate in speaking.
Role-Playing
is simultaneously interesting and useful to students because it emphasizes the
“real-world side of science. It challenges them to deal with complex problems
with no single “right” answer and to use a variety of skills beyond those
employed in a typical research project. In particular, role-playing presents
the students a valuable opportunity to learn not just the course content, but
other perspectives on it.
The
problem with teaching pure, undiluted information is that afterwards, the
students, if they paid attention, will be left asking “what is it for? What
does it mean?” Role-playing enables them to start answering these questions and
to start expanding them: “what does it mean to a farmer in Nigeria, to a coal
miner in Ohio, to an oak population in the Balkans. “Information, alone, rarely
makes people change their minds, but personal experience often does.
Role-playing, like any good inquiry approach, transforms the content of
education from information into experience.
The
creative aspect of the exercise will make it seem more like play than like
work. The pressure to solve a problem or to resolve a conflict for their
character can motivate a student far more typical of the pressure that will be
on them in real life. Role-playing exercises are particularly useful in???????????????
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