Abstract
The famous saying one picture is worth one thousand words highlights the importance of audio video materials. The use of video as an audio-visual material in second language classroom enables the lecturers to effectively supplement their teaching methods that can be attempted in imparting knowledge to their students. At the same time, students are also exposed to modern technologies and thus are greatly motivated in learning the language.
While traditional classroom setting will continue, audio and video materials change the dynamics of teaching and learning. In order to measure and evaluate students’ language proficiency, role play has been used as one of the communicative forms of language evaluation in Communication English II (AE301) course. By integrating micro video making in the role play, it provides a way to replicate the real life qualities of language and other non-linguistic factors in communication. It is obvious that the introduction of micro video making in role play would be a great help for students to learn to communicate confidently.
Keywords: Role Play, Micro Video, English Language Learning
Keywords: Role Play, Micro Video, English Language Learning
Learning a language is a complex and long process. One of the most difficult things is making the transition from the classroom to the 'real' world. Speaking a second language outside the classroom is completely different and often students are lost at sea as soon as they step outside the classroom. Therefore, it is important that we, as the language educators need to make sure that students will fare in the real working environment. An effective way to achieve this, within the context of a classroom is through a series of role playing.
This approach indeed has been used as one of the communicative forms of language evaluation in Communicative English II (AE301) course to measure students’ English language proficiency as it provides a way to replicate the real life qualities of language and other non-linguistic factors, which are necessary for successful communication.
Background of Role Play in Language Education
There is now a global shift towards Student-centred Learning in higher education. This is an approach which centred on students in education are considered. Students are expected to be able to do more challenging tasks rather than memorising and reproducing what was taught. One of the challenges in higher education is to ensure that the students are able to get good jobs after graduating from their respective institution and manage to fill the requirements set by their employers. Therefore, in English language learning, language educators should make liberal use of active learning methods to enhance students’ language acquisition and self-directed learning skills.
Role play has long been recognised as one of the ways English language educators can ease students' transition into using English language in real world situations. This activity is suitable for making an environment in which students do not remain silent but rather can naturally speak and listen to the target language. Therefore, the non-threatening environment would allow students to think in English and learn how to express ideas, opinions, or feeling to others. Raz (1985) claims that role play is the most effective method in foreign language education as it has beneficial effects on the learner’s communicative competence and motivation. Some studies were conducted in order to demonstrate the effectiveness of role play in foreign language classes. For example, Crookall (1990) points out that learners are actively involved in language learning and are exposed to large quantities of comprehensive input when role play activities are used in language classes. Furthermore, Ueda (2003) stresses the importance of speech and theatre to be taught together as an important communicative activity in foreign language classes.
Schellin (2006) claims that role play is very useful second language learning tool. According to him, role play is a form of instruction in which students take on different roles and play a part in a specific situation from a different perspective than they normally would. Kakita (1979) similarly points out that role play as a teaching method offers many benefits as to inspire learners to acquire the target language in a comprehensive manner while serving it as a rehearsal for real life. Therefore, role play can be considered as an effective teaching method in teaching English Language, and students are able to engage and retain the materials they have learned. Students drop their shyness and other personality and cultural inhibitions, making them one of the best tools available for teaching and learning English language.
Problems and Assumptions
Although role play has numerous merits, some students might feel difficult with it. Sano (1989) points out one of major difficulties when conducting the role in a classroom. He claims that psychological pressure is a burden for students who are introverted. Moreover, some students feel nervous an uncomfortable when making an oral presentation in front of an audience, even though they are not introverted or shy. Therefore, role play might not flesh out quite like you hope because some students with high language learning anxiety might feel embarrassed and tentative about acting out the planned situation. This will cause a role play situation to be awkward and unproductive because students will not be able to participate actively in the role play.
We believe that role playing in classroom is not always an appropriate communicative form of language evaluation as it does not properly recreate all the elements involved in communication in the real world. The use of role playing can be worse than a waste of time when the situation is not suited to the setting of classroom. Role playing time consuming and it should not be tried unless there is sufficient time for the role playing in the classroom.
In order to cope with these limitations mentioned above, integrating micro video making in role play has been opted as another alternative for role playing in the classroom. We believe that this approach would be the best method to handle the anxiety of speaking in front of an audience. The integration of micro video making in role play permits students to fight against their psychological pressure. This approach provides a more communicative, supportive, non-threatening and low-anxiety language learning experience and environment to the students.
Video making allows various perspectives, concepts, topics, and cultural influences to stimulate student collaboration and discussion (Hoelker, Nimmannit, and Nakamura 1999). Wenden (2002) asserts that in order for language acquisition to occur, the task needs to involve learners in the process of acquiring new language features. While collaboration and interaction provide an ideal setting for language investigation, script writing and filming provide a purposeful context in which language can be explored. In addition to writing their scripts before beginning to shoot the video, students are asked to pay attention to forms, negotiate the meaning of their dialogues, and edit parts of the script which are unsuitable or difficult to portray on video. Such flexibility is possible because students can easily preview their performances. In submitting the final video, the students must indicate that they have made a conscious decision that the performance is the best they can do. This approach to learning requires students to take responsibility for the progress of their own performance.
@
Tagged @ example of a research paper
Tagged @ Integrating Micro Video
0 comments:
Post a Comment - Back to Post