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TITLE: THE USE OF ROLE PLAY IN ENHANCING SPEAKING SKILLS IN LEARNING ENGLISH LANGUAGE. Introduction English language learners (ELL) may find speaking the hardest part of learning English. Classroom instruction heavily favors reading, writing and listening skills, but speaking skills should be an integral part of English learning. Role play can improve learners' speaking skills in any situation, and helps learners to interact. As for the shy learners, role play helps by providing a mask, where learners with difficulty in conversation are liberated. In addition, it is fun and most learners will agree that enjoyment leads Learners' Feedback on the Role Play.

REASON FOR CHOOSING THE TOPIC: The description of the students problems. No Problems Indicators - The students just spoke a few words when they were asked to introduce him/her self. - The students just smiled when the researcher tried to The students converse with them out of classroom. 1 low speaking - The students just gave a little response when they were ability asked in English. - When the students were asked to describe the pictures orally, they just spoke a few words. - The students did not pay attention to the teacher and were not enthusiastic to the subject matter. The students - The students seemed get bored soon and uninterested low motivation in English subject. 2 in learning - The students did not participate actively in the English instructional activity. - Some students look sleepy during the instructional process. - Classroom activities were mostly based on the The teachers students worksheet. inappropriate - The teacher just explained about the language, 3 use of teaching translated word by word, gave written task, and asked techniques the students to look for the meaning of new words in the dictionary.

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RESEARCH FOCUS This research focuses on empowering students to communicate in English in the real world. I believe that students learn English if they are actively engaged. Encourage students to speak freely and use their English in class through discussions, student-created role-plays, pair-work and group-work activities. This student-centered approach enables participants to gain confidence and fluency in spoken idiomatic English.

ROLE-PLAYING ACTIVITIES Conversations and Interviews. Role-playing conversations is a wonderful way to practice foreign language skills. Make students to take the perspective of a member of an organization (i.e., company, school, non-profit). Debate. Students might be asked to take one of two positions or perspectives in a debate situation. Working in pairs, students could create a collaborative presentation following the debate format. Each student would create every other slide. Demonstrations. Students might audio or videotape themselves performing a task.

CREATING ROLE-PLAYING ASSIGNMENTS The teacher would set up the role-playing situation by:

providing materials for role preparation providing guidelines for the simulated event setting up the situation for the exchange establishing a learning space (i.e., forum, wiki) for the exchange establishing a time frame for the exchange

The students would be responsible for:

identifying background information about the character associating the character particular behaviors creating an outline, a concept map, or notes to be using during the role playing event contributing to the role-playing learning space for a specified period of time

Then, ask students to take action:

solve a problem discuss the options identify different perspectives

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bring the group to consensus respond to the situation identify a plan of action describe the steps in coming to a decision list the pros and cons

Conclusion I would like to suggest that role play is something which can be included in language teaching to help make classes the dynamic, energetic, harmonious, speaking-focused experiences. Although at the beginning the students perhaps there are doubts and lacked confidence, the activity can be successful in achieving its aims.