The Use Of Role-play to Teach Speaking Skills During the Pandemic Covid-19

Abstract

During my teaching practice at SMPN 4 Pakem, I used role-play to help students practice interacting with others by mimicking dialogues I provided via Google Classroom. Once students succeeded in role-playing, I gave them additional tasks, like creating their own dialogues on a given topic, practicing with peers, and submitting audio recordings of their performances through Google Classroom. By placing students in real-life or simulated situations, role-play encourages active participation, helps develop communication skills, and fosters an engaging learning environment. I used WhatsApp Voice Notes to share assignments and Google Meet for online classes. In teaching, the focus was on light listening activities with related questions. On the first day, I made the mistake of mismanaging class time, causing the class to end early, which led to assigning additional work. I learned that engaging students through interesting techniques and strategies is crucial; otherwise, they may lose interest and leave the meeting. Role play in the classroom was used to help students practice speaking in real-life scenarios. It involved students taking on different roles and engaging in conversations based on specific situations, allowing them to improve their communication skills. This strategies encouraged active participation, making the learning process more interactive and enjoyable, while also boosting students' confidence in speaking. The reflection I gained from the use of role-play is that this activity encourages active participation and helps keep students engaged. Teachers may notice that students are more motivated and enthusiastic when they are involved in real-life scenarios, as when the practice begins, students compete to get the first turn to practice role-play in class. Role-play can help students overcome speaking anxiety by providing a safe, supportive environment for practice. Teachers can observe improvements in students' confidence and fluency over time. The use of role-play in online English teaching highlights that not all students feel confident, especially during interactive activities. However, it also shows that role-play can help boost students' confidence in public speaking, encourage creativity, and make them more resilient to criticism while engaging in dialogue. After practicing role-play in class, male students who were initially inactive due to a lack of confidence became more confident, as they found role-play to be a fun and engaging way to learn speaking.