1

SIMULATED TEACHING

INGGY YULIANI PRIBADY 0805980

(15th OCTOBER 2008)

INTRODUCTION

One of the foremost responsibilities of language teachers

should be to create and implement speaking assessment methods
that actually measure oral language proficiency in action. To do
this, many researchers and practitioners alike have suggested the
power of simulations to transpose the normal classroom into an
authentic setting where language skills can be evaluated under
more realistic conditions.

Simulation is one activity that can contribute to a successful

and highly enjoyable experience. It engages students by placing
them directly into the conflict of the real situation. It comes alive
as students interact with one another.

The aim of this paper is to explain what is simulated teaching

and how it is applied in the teaching – learning process.

DEFINITION AND PREMISES

S.S. Chauhan defined gaming and simulation ”as a gestalt

communication mode, a future’s language which combine a game-
specific language and appropriate communicat on technologies
with the multilogue interaction pattern.” (Chauhan, 1979: 120)

Gestalt psychology, which is related in some ways to the

philosophy now known as constructivism, Constructionism holds
that learning can happen most effectively when people are
actively making things in the real world. Constructionism is
connected with experiential learning and builds on some of the
ideas of Jean Piaget. (http://en.wikipedia.org/wiki/constructionism ,
accessed August 2008)

ORIGIN

Since a long time ago, simulation has been used by human and
even animal to train their young ones for adaptation with their
environment. At first, chess was assumed as the original form of
 2

the war game later on it developed into more serious and

sophisticated military game to train new soldiers.

The simulation technique has been applied successfully in the

last decade in education .The advantages of the technique has
been known all over the world by educationist. The national games
council was established in 1961 in USA and in 1970, the
International “simulation and games Association “was formed in
Germany. It is the evident of the importance of simulation
technique.

MECHANISMS AND STEPS IN SIMULATION

Simulation play with a useful real – life language use can make
the students learn and develop ideas about the world. It helps
them build the skills necessary for critical thinking and leadership.
It’s how they learn to solve problems and to feel good about their
ability to learn.
The implementation of simulated teaching in the classroom can
employ several steps which was recommended by Ned Flanders
(Chauhan, 1979: 122)
1. The teacher should assign all students to participate.
2. The teacher should prepare the simulated teaching material.
3. The teacher should determine the sequence of the group
performance
4. The teacher should evaluate the student’s performance and
give some comments for the students after the performance.
5. The teacher should manage the whole process of the
student’s performance
6. The teacher should do a reflection to the learning activity
which has done.
EDUCATIONAL GAMES
Educational games are games that have been specifically
designed to teach people about a certain subject, expand
concepts, reinforce development, understand an historical event or
culture, or assist them in learning a skill as they play.
(http://en.wikipedia.org/wiki/educational_games, accessed
September 2008)
Games can provide a context for learning, opportunities for
inquiry and framework for collaboration and games help students
to develop key learning skills such as: cognitive processing, logical
thinking and independent decision making.
Role play games enable student to take an imaginative leap out
of the limited classroom. It provides a useful real – life language
use. Situation that students are probably to meet when using
English in the real world can be simulated. Role playing /
simulation is an extremely valuable method for L2 learning. It
 3

encourages thinking and creativity, let students todevelop and

practice new language and behavioral skills in a relatively
nonthreatening setting, and can create the motivation and
involvement necessary for learning to occur.
THE ROLES OF TEACHER IN SIMULATED TEACHING
Chauchan ( 1979: 125 ) stated that in a gaming situation the
teacher should behave like a consultant, a referee, or both. At
first, The teachers introduce the game to the students , during the
games the teacher acts as a consultant to those who need
assistance in interpreting the rules or in making move s in the
game. Finally, after the game end the teacher can discuss all
about the game process with the students.
Teacher’s role in simulated game can also be concluded as
quote from Jones (1982), "...the teacher becomes the Controller,
and controls the event in the same way as a traffic controller,
helping the flow of traffic and avoiding bottlenecks, but not telling
individuals which way to go." Again, this is consistent with Scarcella and
Oxford's (1992) principles. Rather than a traditional, teacher-
centered classroom structure, the teacher keeps a relatively low
profile and students are free to interact with each other
spontaneously. This reduces student anxiety and facilitates
learning.
The teacher must take on some additional responsibilities in
role playing/simulation. In particular, the teacher must keep
learners motivated by stimulating their curiosity and keeping the
material relevant, creating a "tension to learn" (Burns and Gentry,
1998).
(Http://iteslj.org/techniques/Tompkins-roleplaying.html, accessed September
2008)
THE ADVANTAGES OF INSTRUCTIONAL SIMULATION
1. Motivational Advantages
Games are engaging and motivating approach to students. It
gets them involved and holds their attention longer. Children
usually learn and retain more knowledge using role play.
2. Removal of Student – teacher Polarization
Students actually engage in the learning process rather than
passive receiver of knowledge
3. Simulation as a Universal Behavioral Mode
Children learn the most from play when they have skilled
teachers who are well-trained in understanding how play
contributes to learning.
4. Gains Related to Relevance and Learning
 4

Games provide a safe artificial environment within which

learners with low self esteem learners may feel more
inclined to explore, investigate and express themselves.
5. Decision – making
It is similar to the real life experience; the problems that
students will be found in the real life can be stimulated. So,
the students try to solve the problem and make a decision
from among alternatives to achieve a particular object.
6. Role Awareness
Many games enable players to embody different characters
thus helping to breed attitudes of tolerance and
understanding.
7. An Interdisciplinary View
Simulation provides a valuable link between activities within
the classroom and life outside school. Such a connection will
help to make students to have better understanding to see
the world in different perspective.
8. Dynamic Framework
Games can be used to teach content that it is very difficult
to teach in the classroom. Simulation offers different
technique from the others it can deliver all kind of issues
which can not be limited by time perspectives.
9. Bridging the Gap to Reality
Simulation help teacher to connect the teaching material to
the student’s real world and encourage the students to make
a relation between the knowledge that they have already
had with the application in their life as a member of society.
10.Gestalt Communication
The power of simulations is to transpose the normal
classroom into an authentic setting where language skills
can be evaluated under more realistic conditions. It prepares
students to be able to face the complexity in the real world.
CONCLUSION
Simulated teaching is an innovative approach because students
engage in genuine communication in playing their roles. Active
involvement stems from participation in worthwhile, absorbing
interaction which tends to make students forget they are learning
a new language. Students have the opportunity to try out new
behaviors in a safe environment, which helps them develop long
term motivation to master an additional language. In addition to
encouraging genuine communication, active involvement, and a
positive attitude, the simulated "real life" problems help students
develop their critical thinking and problem solving skills.
 5

If the role playing/simulation technique is employed, it should

be integrated with other language learning activities, given the
preparation and care which is required in any language learning
method, and adapted to student needs and level. If these
guidelines are followed, it can be a rewarding experience for both
the students and teacher.
REFERENCIES
Chauchan, S.S.1979.Innovations in Teaching-Learning Process.
Vikas Publishing House.PVT LTD, New Delhi.
Tomkins, K.Patricia.1998.Role Playing/Simulation.TESL Journal,
Vol.IV No.8 Available at http://iteslj.org/techniques/Tompkins-
roleplaying.html
-------------------------- 2008.Educational Games.Wikipedia.Available at
http://en.wikipedia.org/wiki/educational_games
--------------------------- 2008.Learning Theory:
Constructivism.Wikipedia. Available at
http://en.wikipedia.org/wiki/constructivism