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    Drawbacks of Role-Play

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    TUWIR CLASS
    This document discusses the drawbacks of using role-play as a teaching technique for speaking skills, including a lack of authenticity, potential for student anxiety or discomfort, dominance by extroverted students, difficulty in assessment, being time-consuming, potential for lack of focus on language learning objectives, and cultural or linguistic barriers.

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    Drawbacks of Role-Play

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    TUWIR CLASS
    110 views2 pages
    This document discusses the drawbacks of using role-play as a teaching technique for speaking skills, including a lack of authenticity, potential for student anxiety or discomfort, dominance by extroverted students, difficulty in assessment, being time-consuming, potential for lack of focus on language learning objectives, and cultural or linguistic barriers.

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    DRAWBACKS OF ROLE-PLAY

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    DRAWBACKS OF ROLE-PLAY

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    This document discusses the drawbacks of using role-play as a teaching technique for speaking skills, including a lack of authenticity, potential for student anxiety or discomfort, dominance by extroverted students, difficulty in assessment, being time-consuming, potential for lack of focus on language learning objectives, and cultural or linguistic barriers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    110 views2 pages

    Drawbacks of Role-Play

    Uploaded by

    TUWIR CLASS
    This document discusses the drawbacks of using role-play as a teaching technique for speaking skills, including a lack of authenticity, potential for student anxiety or discomfort, dominance by extroverted students, difficulty in assessment, being time-consuming, potential for lack of focus on language learning objectives, and cultural or linguistic barriers.

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    DRAWBACKS OF ROLE-PLAY

    Here are the drawbacks of the role-play technique in teaching speaking, along with the
    corresponding sources:

    1. Lack of authenticity:

    - Role-play scenarios may not always reflect real-life situations, which can limit the transferability
    of the skills learned to actual communication contexts (Livingstone, 1983; Kao & O'Neill, 1998).

    2. Anxiety and discomfort:

    - Some students may feel self-conscious or anxious about performing in front of their peers, which
    can hinder their participation and learning (Ladousse, 1987; Blatner, 2002).

    3. Dominance of extroverted students:

    - Extroverted students may tend to dominate the role-play activities, while more introverted
    students may be reluctant to participate actively (Ladousse, 1987; Livingstone, 1983).

    4. Difficulty in assessment:

    - Evaluating the speaking performance of students during role-play activities can be challenging, as
    it may be difficult to assess individual contributions and progress (Nunan, 1991; Bygate, 1987).

    5. Time-consuming:

    - Preparing and implementing effective role-play activities can be time-consuming, especially in


    large classes, which may limit the time available for other learning activities (Livingstone, 1983;
    Ladousse, 1987).

    6. Lack of focus:

    - Students may sometimes get carried away with the role-play scenario and lose focus on the
    language learning objectives, leading to a lack of targeted practice (Kao & O'Neill, 1998; Blatner,
    2002).

    7. Cultural and linguistic barriers:

    - Role-play activities may not always account for cultural and linguistic differences, which can
    create misunderstandings or limit the effectiveness of the activity (Fauziati, 2015; Cahyono &
    Widiati, 2011).
    8. Logistical challenges:

    - Organizing and managing role-play activities in a classroom setting can be logistically challenging,
    especially in terms of space, materials, and classroom management (Livingstone, 1983; Ladousse,
    1987).

    References:

    Blatner, A. (2002). Role playing in education. Retrieved from


    http://www.blatner.com/adam/pdntbk/rlplayedu.htm

    Bygate, M. (1987). Speaking. Oxford University Press.

    Cahyono, B. Y., & Widiati, U. (2011). The teaching of English as a foreign language in Indonesia.
    Universitas Negeri Malang (UM) Press.

    Fauziati, E. (2015). Teaching English as a foreign language: Principles and practices. Era Pustaka
    Utama.

    Kao, S. M., & O'Neill, C. (1998). Words into worlds: Learning a second language through process
    drama. Ablex Publishing.

    Ladousse, G. P. (1987). Role play. Oxford University Press.

    Livingstone, C. (1983). Role play in language learning. Longman.

    Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.

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