SHORT PAPER: EFFECTIVENESS OF ROLE PLAYING IN THE TEACHING OF LOCAL STUDIES (KAJIAN TEMPATAN) YEAR 5 By : Norjana binti Kormin

MP101047 BACKGROUND Practicum is one of the learning acquired during my time studying a Diploma in Education at Maktab PerguruanTemenggong Ibrahim, Johor Bahru. I had been undergoing practical on Sekolah Kebangsaan Teriang located in Mersing, Johor. I was asked to teach Life Skills Years 4-6, Local Studies Year 5 and Physical Education Year 4. During the live practical, I have taken the opportunity to practice the methods and techniques learned while in college, such as role playing, cooperative learning model, inductive learning and group investigation. Teaching methods that I could still remember was the role playing model performed for the pupils of Year 5 of the Local Studies. Role playing, a derivative of a sociodrama, is a method for exploring the issues involved in complex social situations. It may be used for the training of professionals or in a classroom for the understanding of literature, history, and even science. Therefore I used this method to help my students understood the situation in the past. Details of these lessons are as follow:Target Subject Topic Sub-topic Learning Outcomes : : : Year 5 : Local Studies (Kajian Tempatan) History of Our Country Malacca Sultanate i. The arrival of Parameswara ii. The origins of the name Malacca 1. 2. Telling the origin of the opening of the Malacca Explaining the reasons for migrating Parameswara from Palembang to Malacca

Based on the outcomes expected by the Ministry of Education refers to the Local Studies Syllabus Year 5, I think that the main role of the method is the best way for students to achieve the objectives. By this method, students are able to imagine and understand the situation and how the travel Parameswara finally he decided to open Malacca. To implement these rules, I have divided the class of Year 5 into four groups. Then, I instruct students to read texts that depict events of course Parameswara from Palembang to Malacca and on the next open Malacca based on event 'deer dog fight.. Next instruction is that students are asked to make their own scripts and then act out the events based on scripts that have been discussed as a team. Teacher gave guidance to clarify the incident and stating briefly the characters that should be included in the play. Given the time

there is limited which, teachers provide time for 15 minutes to build a script and act out the story of the train. After 15 minutes, the teacher chose to display their acting. Each group is only given for 8 minutes. While other groups appeared, other groups are required to watch the performance and evaluate their play partners. After all play is completed, I asked a representative from each group to comment on other teams play. I also commented. Further, I discuss with students the events that played to test how well they understand the events. EVALUATION On its simplest level, role playing is dealing with problems through action; a problem is delineated, acted out, and discussed. Some students are role players; others observers. From my experiences, I can saw my students try to puts himself or herself in the position of another person and then tries to interact with others who are also playing roles. Although the learning objectives to be achieved, there are some problems and limitations that must be overcome to ensure that the learning process more smoothly and the students get more than what was expected. To facilitate the assessment of the learning process, assessments are made according to the step by step during the study period. Step 1 : Formed the groups Given the learning period is not long, I have divided the class into four groups only. Thus, the number of members of a group is public. With large numbers, there are students who are unable to participate in discussion and role play as actively controlled by a particular student. However, with a mix of active and passive students in a group, I see students who are passive more easily understand teachers and events like played by discussing with their friends. Step 2 : Read and understand passages This process encourages students to understand their own passage to read and imagine the events of the past that they never experienced. Since I did not explain further about the incident, students who do not understand have asked their groups members for help understanding the story. It encourages collaboration between groups and they were in discussions to understand the events. Step 3 : Warm up the group and analyze roles At this stage, I gave briefing to the groups about the events that need to be played so that they recognize it as an area with which everyone need to learn to deal. I sensitizes the group to the event and creates a climate of acceptance, so that students feel that all views, feelings, and behaviors can be explored without retribution. To help students create a character that will play a role, I help them with the state's character-character that should be in acting as Parameswara, Bendahara, warlords, Malacca tree,

deer and dogs. As a member of more groups of characters are required, I propose that they put other members as the warlords. Therefore, all members had opportunity to be involved in acting. I also suggested that the active students be given as main roles while the passive students played roles that does not need dialogue. I noticed this method was easier for them to build a script, choosing characters to each student and save time of inventories. The passive students are also encouraged to engage even without dialogue because they feel valued and this helps them build some confidence in front of people. Stage 4 : Build scripts This step helps students to think creatively and critically to produce scripts that are appropriate to the story and easily understood. I accidentally gave full freedom to all groups to build their own dialog. If I prepare a script, then the learning will become bored because they are shown with the same plot and dialogue. With a different script, students can make a difference ratio for the state during the evaluation process. It encourages thinking skills among students. However, this process is a waste of time because students are not exposed how to make a script before. Although I am giving guidance, they took the time to begin the process of developing a script as they doubt to their ideas. Therefore, I have been gave an example to start a dialogue. After that, then I find their ideas and exchange views on the group to produce a good dialogue. However, there are also students who do not give ideas. Stage 5 : Role play From my observations, it appears the students have produced a good dialogue and interesting acting performances. Variety of genres that can be viewed. There is a serious act out stories with others, there is a group that makes plays in the comedy genre. Apparently they enjoyed the activities. Various behaviors can be seen when they are trying to reprise their respective roles. Although the story meets my needs, but they lack the animating each character as it appears they are less talented in acting. But it did not matter to me because of my objectives is that they can retell the opening event of Malacca and explain the reasons for the transfer of Parameswara. Problems I had during this activity is the class control. Since all involved to make a presentation, there were the students who do not have the current focus of other groups presentations. They are busy making preparations for their own group. There were also students who disrupt the play's being performed. Therefore, in future, I intend to give evaluation forms to the audience that they are able to focus to the play by other teams and give ratings and analyzing based on the form provided. Stage 6 : Evaluation and conclusion After seeing the other team play, the observer is required to comment on other groups acting in terms of accuracy of the story, characters and appreciate the involvement of members of the group. I discuss with students the reasons for the transfer of Parameswara. They submit their opinions on the passages read during the performance and acting. I also gave my opinion that the students clearly show the strengths and weaknesses of each. After that, we make a

conclusion about the learning objectives of the opening event of Malacca and the reasons for Parameswaras migration to the Malacca. IMPLICATION On its simplest level, role playing is dealing with events through action; an events is delineated, acted out, and discussed. All students are role players, and at the same time, an observers. The role playing process provides a live sample of human behavior that helps students to (1) explore their feeling (2) gain insight into their attitudes, values and perceptions (3) develop their problem-solving skills and attitudes and (4) explore subject matter in varied ways. During the role play activities, many values of which can be applied to the student. Since it is a group activity, students will learn how to work together in groups, to receive opinions and ideas of peers, share knowledge, help a friend who is weak and bold opinions. Through this teamwork, students are taught to be responsible for the tasks assigned. With the division of tasks and roles, each student trying to fulfill their duty to ensure their role play was successfully implemented. In addition, they have the opportunity to increase their communication skills, promote interaction among classmates and improve their social skills. In addition to the values that have been mentioned, students are also able to show their talent in producing scripts and appreciation of acting. Indirectly, they worked to train and upgrade the skills of their Malay language. While presenting plays, they build self-confidence to speak in front of people, dare to stand out, studying the timeliness and improving their selfdiscipline. After presenting plays, they are required to give their comments about the play's presentation of them. It trains them to give constructive criticism to help improve the quality of the other groups perform in the future. They also can assess the extent to which events conform to the presentation of other groups covered by the Parameswara and understood by the audience. Through this discussion, commented group learnt to ensure that they conform to the instructions and try to be responsible with their assignment. In conclusion, role playing is a methodology derived from sociodrama that may be used to help students understand the more subtle aspects of literature, social studies, and even some aspects of science or mathematics. Further, it can help them become more interested and involved, not only learning about the material, but learning also to integrate the knowledge in action, by addressing problems, exploring alternatives, and seeking novel and creative solutions. Role playing is the best way to develop the skills of initiative, communication, problem-solving, self-awareness, and working cooperatively in teams, and these are above all--certainly above the learning of mere facts, many if not most of which will be obsolete or irrelevant in a few years-will help these young people be prepared for dealing with the challenges of the Twenty-First Century.