Research Academic Report (Role Plays)
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Transcript of Research Academic Report (Role Plays)
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ROLE PLAYS IN IMPROVING PRONUNCIATION SKILL OF STUDENTS OF IPG
KENT
Ruzana Binti Hamzah
1.0 INTRODUCTION
On the 5th February 2013, teacher trainees of PISMP TESL January 2013
intake of IPG Kent had conducted a musical sketch on theme Oh My English.
When I watching the musical sketch performed by the participants, I was
surprised when they act and speak English confidently without thinking about
their pronunciation. From that, I think by acting, someone can speak English
confidently without being subconscious about himself or herself.
I have been thinking that musical sketch can help students to improve their
pronunciation skill. Because of musical sketch is not easy and took more time to
practice and do it in English language classroom, so I narrow the ways by
choosing the role plays as an effective way in improving pronunciation skill in
English language learning.
1.1 Statement of The Problem
As a language learner, I always wonder why students did not want to
speak English in their daily life even though they were learned the
language in the school. Because of my curiosity, I was conducted a brief
survey to study why students did not want to speak English among
themselves. From my observation, students refuse to speak English in
daily life because they were not confident to pronounce the words, they
did not know whether their pronunciation is correct or not.
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From that, I had conducted a test to study their pronunciation skill level.
The result from the test show that the level of pronunciation skill of
students is around moderate level. Therefore, I always been thinking what
is the good way to help the students to improve their pronunciation skill so
that they are want and confident to speak English in daily life. If musical
sketch can aid students to speak English confidently, I wondered whether
role plays could help students to improve their pronunciation skill.
1.2 Objectives of the study
With reference to the statement of problem, this study focuses ondetermining the effectiveness of role plays in improving the
pronunciation skill of students in English Language. This study also
determine the role of role plays to create an active learning session in
English class.
1.3 Research Questions
Based on the objectives above, this study addresses these research
questions :
1) What are the perception of teachers trainees of IPG Kent towards
role plays in improving pronunciation skill in the English Language?
2) Does role plays can create an active learning session in English
Language classroom?
1.4 Limitation of the study
There are limitations to my research. The first one is the location of the
research. This study was only conducted in IPG Kampus Kent. So, the
respondents of this study are only among teachers trainee and English
lecturers in IPG Kampus Kent. I took 30 respondents among teacher
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trainees from PISMP January 2012 intake and 1 lecturer from Language
department. Besides that, the duration for this study was made only in four
weeks and there is holiday time in this duration which is not enough to
provide strong justifications for the findings. Due to this limitation, there
might be flaws in the results. Therefore, the findings are only applicable to
the teacher trainees of PISMP January 2012 intake.
2.0 LITERATURE REVIEW
Although all the students who enrol into college especially who are enrol into
Teacher Training Institutes have been taught English in primary and secondaryschools, many of them are still hesitant and cautious about using this language
for communication. Many learners often worry about making mistakes or they
fear that those listening to them might not be able to comprehend what they are
trying to say. All these worries have posed obstacles to students progress in the
language.
It is perceived that one of the main reason why students are reluctant to use
English extensively is because they did not know whether they pronounce the
words correctly or not. As a result, they are not confident and feel shy to use
English for communication. Therefore, it is very necessary to help students to
overcome their problem when use English language. So, it has been thinking that
one of the best way to help students to overcome their problem is by involving
themselves in role plays.
Many researchers believe that the activity play a role (Role Play) capable of
improving students' ability to communicate in English. Stern (1980), states that
the role plays playing an important role in foreign language teaching.
Role playing is a methodology derived from sociodrama that may be used to help
students understand the more subtle aspects of literature, social studies, and
even some aspects of science or mathematics. Role playing is the best way to
develop the skills of initiative, communication, problem-solving, self-awareness,
and working cooperatively in teams (Adam Blatner, 2009).
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3.0 RESEARCH METHODOLOGY
This research employs a mixed method approach in collecting data.
3.1 Population Sample
The population consists of 30 teacher trainees from PISMP January 2012
intake. I choose these respondents because they had been involved in
musical sketch recently.
3.2 Location of The Study
This research was conducted in IPG Kent, Tuaran, Sabah.
3.3 Instrumentation
Data were collected using both quantitative and qualitative procedures.
Two instruments were used in the research, namely :
a) One set of questionnaire with 8 close-ended items in which
respondents perceptions were assessed using a 4 point Likert Scale
with 1 being Strongly disagree and 4 Strongly agree.
b) Two sets of interview session. First interview was done with a lecturer
from Language Department. Second interview was done with a group of
students consists of three teacher trainees from PISMP January 2012
intake who were involved in musical sketch.
3.4 Data Collection Procedure
A set of questionnaire was administered before the interview sessions
conducted to find out the perception of the students towards the role of
role plays in improving students pronunciation skill.
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After a questionnaire is distributed to the respondents, one interview
sessions was conducted with one lecturer from Language Department. An
interview session with students was conducted two days after interview
session with lecturer conducted.
3.5 Data Analysis Procedure
An analysis was carried out to show the responses of respondents
towards role plays from questionnaire and interviews. Responses from
questionnaire will then tabulated using SPSS software whereby the mean
score and standard deviation are derived. Responses from interviews will
be carefully examined and analysed. These responses will be instrumental
in reporting the findings of the study.
4.0 FINDINGS
Table 1 : Mean and Standard deviation for students perception towards role plays in
improving their pronunciation skill.
Statements Mean Standard deviation
I am interested to learn the
English Language.
3.20 0.484
I have problems when speaking
English.
3.00 0.740
The problems I face hinders me
to speak English with my
friends.
3.05 0.718
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I enjoy role play in English. 3.10 0.662
If there is a chance, I want to be
involved in English Role Plays.
3.07 0.691
Role play helps me to improve
my pronunciation skill.
3.37 0.615
During role play, I feel confident
to speak in English.
3.20 0.664
I think role play can create an
active English Language
classroom.
3.40 0.621
4.1 Research question 1
What are the perception of teachers trainees of IPG Kent on the role
of role plays in improving pronunciation in English Language?
From the table 1, it can be seen that students are interested to learn the
English language (mean=3.20). But, when they speak English, they face
the problem (mean=3.00). As a result, the problem they face hinder them
to speak English among themselves (mean=3.05). However, they feel
confident to speak English during role play (mean=3.20). They also
believe that role play helps them to improve their pronunciation skill (mean
3.20).
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This finding is also supported by the finding from interview sessions. From
the interviews, both students and lecturer think that students of IPG Kent
do not use English frequently in their daily life. They also think that most
students of IPG Kent cannot pronounce English words correctly even
though they are able to do basic pronunciation. In line with that, they
believe that role play can help students to enhance their pronunciation
skill.
4.2 Research question 2
Does role plays can create active learning sessions in English
Language classroom?
From the table 1, it is interesting to note that almost students perceive that
role play can create an active English Language Classroom (mean=3.40).
This is proven when they confess that they are enjoying role play in
English (mean=3.10). It is also supported when they are excited to be
involved in English role play if there is a chance (mean=3.07).
From the interview sessions, it is glad to hear that both lecturer and
students are truly agree and believe that role plays can create an English
language classroom.
5.0 Discussion, Implication and Conclusion
5.1 Research question 1
What are the perception of teachers trainees of IPG Kent on the role
of role plays in improving pronunciation in English Language?
Students of IPG Kent are interested to learn English language because
English language is considered to be one of the most important languages
in the world. As a teacher in future, teacher trainees might be need to use
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English frequently because the school nowadays are likely to have English
as a second language.
But, teacher trainees of IPG Kent refuse to use English in their daily
conversation because they are not confident with their pronunciation. Most
students feel not confident when speak English because they do not know
whether the pronunciation of the words they pronounced are correct or
not. As a result, they are refuse to speak English with their friends
because they will feel shy when their pronunciation is not correct.
Therefore, they are truly believe by involving themselves in role play, they
can improve their pronunciation skill. They want to be involved in role playbecause they think that role play is the best medium to help them
improving their pronunciation. This is because, during role play, they
pronounce the words and they heard their friends also pronounce the
words. So, they are learn to correct their pronunciation indirectly without
being subconscious by themselves.
Both lecturer and students truly believe that role plays can boost studentspronunciation because role plays give students space to speak in English.
It also allows and trains students to be able use the language confidently.
In addition, it gives students a chance to know their level of pronunciation
skill From that, students will learn how to pronounce the words correctly.
5.2 Research question 2
Does role plays can create active learning sessions in English
Language classroom?
The students believe that role plays can promote an active English
language classroom because it gives fun to them. In a role playing
situation, students get the opportunity to practice skills they might not use
on a regular basis. Skills such as debating, acting, reasoning and
negotiating can be flexed in hypothetical situations when they cannotnormally be used in a classic classroom situation. Students are also able
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to adapt to situations they might not normally find themselves in, forcing
the creativity of the students to be exerted.
Besides that, role play is an activity which involves movement. During role
play, students do not only make a movement, but at the same time, they
can have fun and can learn to improve their communication skill in
English.
5.3 IMPLICATION OF THE STUDY
This study of role play in improving pronunciation skill of students help toraise teacher trainees awareness towards the importance of role play to
enhance their pronunciation. In line with that, role play should be carried
out in the learning and teaching process in the class so that students can
improve their English language proficiency especially in terms of
pronunciation. These findings are only applicable to the teacher trainees
of IPG Kent.
5.4 Conclusion
This study is to know the effectiveness of role play in improving
pronunciation skill of teacher trainees of IPG Kent. So, it is proven that
role play can improve the pronunciation skill of students of IPG Kent. In
addition, role play can also promote an active English language
classroom. This study is only applicable to the teacher trainees of IPG
Kent.