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THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE AND DEMONSTRATION METHOD IN TEACHING ENGLISH TO IMPROVE THE STUDENTS’ SPEAKING SKILL


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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