RESEARCH TITLE

The Use of Simulation techniques to Enhance English Speaking Skills

of Mathayom Suksa 2 Students

CHAPTER 1

INTRODUCTION

1. Background of the study

Globalization plays a vital role by promoting interaction between different countries,

cultures, and religions. The tool allows us to communicate with each other in English, as it

becomes the medium of communication. Therefore, English skill becomes one of the most

spoken languages and known as the knowledge that students should be equipped with.

Khamkhan (2010)

English has become an important language for Thai people in Thailand as it is widely

used in different terms such as economy, international business, and especially in education.

Teaching and learning English has been improved to promote the country's competitiveness

(2006-2010) and to involve with the Thai social context (Ministry of Education, 2014). Due to

the importance of the English language, The Ministry of Education included the teaching and

learning of English in the Basic Education Core Curriculum to nurture a strong foundation of

English proficiency for students. Therefore, it can be seen that the Ministry of Education has

high expectations that the designed curriculum will help improve English skills in students

effectively.

However, Thailand's English language education system has run into several issues. For

example, listening is a skill that most students tended to lack understanding. ฺ Because

students' listening problems were caused by teaching that focused mainly on reading and

writing. Students are not able to be equipped with speaking as they fear to pronounce because

of a strong accent, are afraid of making sentences with wrong grammar, and are frightened of

being mocked by friends. In addition to the fear of communicating in English, Students still

lack opportunities to practice English listening and speaking skill. These are the primary reasons

why Thai students' skill in English is not obtained as expected.

From the real context mentioned above, maybe simulation technique is a key to

developing English speaking skills. The simulation technique is a language learning model

which allows students to express themselves to their peers in a group setting. Some benefits

of simulation are allowing students to experiment with new vocabulary and structures and

giving students the chance to carry out a task or solve a problem together. The most common

view of simulations is that they create a rich communicative environment (a representation of

reality) where students actively become a part of some real-world system and function

according to predetermined roles as members of that group. Simulation is chosen as a

teaching technique to motivate the students’ speaking skill. This technique requires more

practice in using their English orally and makes them experience the real world.

Lerdkanawanichkul (2007) claimed that using simulation techniques comes to top

priority to improve speaking skill. Many scholars have tested this technique with students.

According to Prabowo and Yulia (2018), students in 8-grade of junior high school were tested.

The result of the research found that by using of simulation technique, students were

motivated to learn how to speak English, and they became interested in speaking activities.

Another evidence of the success of using simulation techniques in the classroom is found in

faculty students examined during their English classes. The result shows that students’ English

speaking proficiency was improved. Syafitri (2017) founded that most of the students were

interested because they were involved directly. After teaching through simulation, the

students improved significantly in speaking English skill. Most of the students enjoyed and

relaxed studying in the classroom because they felt like studying at home.

Moreover, students prefer completing things with other students because they felt

more enjoyable, fun, and motivated. So, if they are taught through simulation techniques,

students are more motivated and confident to practice English speaking in the classroom.

Furthermore, students will be more confident if they appreciate and have fun on their own.

Studies have shown that simulations techniques promote speaking skill and learning

motivation because using simulation techniques could create various activities given to the

students. It could attract the students’ attention and interest when studying in the classroom

and increase students’ speaking skill.

Based on the Ordinary National Educational Test (O-NET) results to measure students’

knowledge in Prathom Suksa 6 of Mathayom Suksa 2 students at Muengyao Wittaya School,

the English conversation score was low. This pointed out that they had low speaking skill.

Thus, this research aims to examine the result of using simulation technique in improving

Mathayom Suksa 2 students at Muengyao Wittaya School because no study focuses mainly

on using simulation approach with Mathayom Suksa students of this school. As a result, this

research will adopt this technique into use with Thai students, and the expected result of this

research is to observe whether such a method is beneficial to learners as expected.

2. Research Objectives

2.1 To compare the English-speaking skills of Mathayom Suksa 2 students of Muangyao

Wittaya School before and after using a simulation technique.

2.2 To investigate the progress of Mathayom Suksa 2 students speaking skills of Mathayom

Suksa 2 of Muangyao Wittaya School by comparing simulation scenarios.

2.3 To study the attitudes of Mathayom Suksa 2 students of Muangyao Wittaya School

towards using a simulation technique.

3. Contributions of the study

3.1 This research can be used as a guideline for teaching and learning to develop

English speaking skills.

3.2 Teachers acquire interesting teaching techniques to develop English speaking skills

by using the simulation technique.

3.3 This research will be beneficial to those interested in studying the simulation

technique to improve their English-speaking skills.

3.4 This research will be a guideline for the following research or development.

4. Definitions of terms

4.1 English speak Skills refers to a student's skills to speak English correctly in

pronunciation, vocabulary, grammar, and fluency. Students can interact with interlocutors in

a variety of simulations appropriately.

4.2 Simulation Technique: Simulation means to simulate the environment that

mimics the actual situation in a realistic society. It is changing the behavior of the learners

based on real experiences or situations that are close to the real thing by defining conditions,

creating situations or methods that facilitate change to acquire skills to be able to solve

problems when faced with real situations. The simulation technique process was adapted

from Sturtridge (1977) Richards & Rodgers (2002) and Natthayai (2015). There are five steps as

follows:

4.2.1 Preparation refers to the stage in which the teacher prepares a simulated

situation for teaching directly in line with the objectives. The teacher may choose a built-in

scenario to meet the desired objectives, which is the simulation situation. Teachers have

studied and understood the simulation and try to play it themselves to know the obstacles

and difficulties in play.

4.2.2 Presenting simulation means presentations situations, roles, and rules are

well prepared. The teacher presents in a step-by-step order to not confusing and providing

all information ready, such as rules, roles, and knowledge sheets for learners to understand

the roles and play correctly in the given situation.

4.2.3 Assigning the role refers to the process where all learners are given a role to

play may be chosen by themselves or, in some cases, teachers may assign specific learners

to certain roles that help learners learn that meets that learner's needs.

4.2.4 Practice session means the process while the learners are playing in that

simulated situation. The teacher will closely monitor the playing behavior of the learners and

take note of information that is useful to learners' learning. In addition, they must take care

to keep the play going without interruption, including solving any problems that may arise.

4.2.5 Discussion means summarizing the discussion of results and learning issues

and finding the actual and influential situation the learner has learned from their play in that

situation.

4.3 Attitudes mean Feelings arising from a learning construct and the tendency

to respond to an object consistently, either agree or disagree, like or dislike, which the attitude

of Mathayom Suksa 2 students at Muangyao Wittaya School learning to speak English by using

the simulation which was measured from the interview that was created for this research.

5. Conceptual Framework

Figure 1: The conceptual Framework

Figure 1 illustrates the conceptual Framework of the study. An independent variable is a simulation techniques including preparation, presenting simulation, assigning the role, practice session, and discussion. Dependent variables are 1) English speaking skills in all three areas as grammar, pronunciation, and vocabulary by comparing before and after using simulation techniques, 2) comparing simulation scenarios to investigate the progress of the students speaking skills, and 3) studying student’s attitude toward learning through simulation technique.

Independence Variable Simulation Techniques - Preparation

- Presenting simulation

- Assigning the role

- Practice session

- Discussion

Dependence Variables

1. English speaking skills (grammar,

pronunciation, and vocabulary) 2. Progress of the students speaking skills

3. Student’s attitude toward learning

through simulation techniques.

CHAPTER 2

Literature Review

The Use of Simulation Techniques to Enhance Speaking English Skills of Mathayom

Suksa 2 students. The researcher has studied related concepts and theories from the following

documents and research papers.

1. English speaking skills

1.1 Importance of English speaking skills

1.2 Components of English speaking skills

1.3 Principle of teaching English speaking skills

1.4 Evaluation of English speaking skills

1.5 Assessing English speaking skills

2. Simulation techniques

2.1 Definition of simulation techniques

2.2 History of simulation techniques

2.3 Purposes of using simulations techniques

2.4 Elements of simulation techniques

2.5 Processes of simulation techniques learning

2.6 Advantages and limitations of language teaching by using simulation techniques

3. Research related to using simulation techniques in teaching

5.1 International research

5.2 Domestic research

1. English speaking skills 1.1 Importance of speaking English skills

Speaking skill is an essential skill to acquire foreign or second language learning. Among

the four key language skills, speaking is deem to be the most crucial skill in learning a foreign

or second language.

Niu & Niemi (2020) mentioned that speaking skill is the most efficient ability to

communicate. Speaking ability is the primary communication technique obtained by speaking

effectively and confidently, giving the speaker an excellent opportunity to communicate.

Bueno, Madrid, and Mclaren (2006), "Speaking is one of the most challenging skills

language learners have to face. Speaking is considered the most important of the four language

skills of English. Even the learners learn the language for so many years;

Bowonjit (2008) demonstrates the importance of speaking English skills as the aim of

language teaching based on a spoken teaching method aimed at enabling learners to

communicate using foreign languages which students will have to practice the language they

are repeatedly learning until becoming a habit. The teacher must be an excellent example of

how to use the language learned to imitate students. The learner is an imitator and follows

the teacher a speaking teaching method. Emphasize the language spoken in everyday life. The

teacher has to level the complexity of the language, and new learners will learn a simple

pattern first by bringing vocabulary and sentence structures to practice in various ways such

as repetition, question-and-answer, skills that interest the learner. Most speaking skills,

pronunciation practice from the outset, and teaching in the classroom should use a foreign

language learned, not the learner's native language. The teacher can anticipate where the

student is most difficult by analyzing the difference between a learner's language and the

foreign language being studied. Preventing students from making mistakes is vital because

mistakes create bad habits. Therefore, when the student does wrong, the instructor must

immediately correct it. This teaching method requires teaching equipment to help achieve

quick and accurate understanding, making teaching and learning not dull.

Thanawan (2012) demonstrates the importance of speaking English as a fundamental

skill. Teaching good results must first teach speaking skills because speaking is human behavior

to interact with other people and situations. Speaking is a person's tool to use language.

Therefore, the teacher simply encourages the student to speak by using appropriate activities

to practice.

Chanpen (2012) gave an opinion on English speaking skills. It is an essential skill in the

transmission of knowledge. Thoughts and comprehension allow the audience to understand

the speaker's purpose. Developing speaking skills takes a long time to practice. Must be

motivated and understand Student hand which teachers must have guidelines for improving

English speaking skills

Teaching English today emphasizes the ability to use the language for communication.

Speaking plays a vital role in teaching and learning. Training the ability to speak, the speaker

has to convey his thoughts and feelings in a coded language or speech for others to

understand. Also, to emphasize words, intonation, and sentences to convey meaning, the

speaker represents the speaker's culture and status. They want to say to whom, where, and

how to be correct and appropriate for the situation. Besides, the speaker must have fluency,

express meaning well, be accurate and not hesitate to respond.

1.2 Components of speaking skills

There are several components of speaking English. Many educators have summarized

the components of English speaking as follows:

Harris (1974) shows five components of speaking skills: comprehension, grammar,

vocabulary, pronunciation, and fluency.

1) Comprehension: For oral communication certainly requires a subject to

respond to speech and initiate it.

2) Grammar: It is needed for students to arrange a correct sentence in

conversation. It is in line with the explanation suggested by Heaton (1978: 5) that students can

manipulate the structure and distinguish appropriate grammatical form inappropriateness. The

utility of grammar is also to learn the correct way to gain oral and written form expertise.

3) Vocabulary means the appropriate diction which is used in communication.

Without sufficient vocabulary, one cannot communicate effectively or express their oral and

written form ideas. Having limited vocabulary is also a barrier that precludes learners from

learning a language. Without grammar, very little can be conveyed; without vocabulary,

nothing can be conveyed. Based on this explanation, the researcher concluded that English

learners would not speak English or write English correctly without mastering vocabulary.

4) Pronunciation is the way for students to produce more explicit language when

they speak. It deals with the phonological process, which refers to the grammar component

of the elements and principles that determine how sounds vary and pattern in a language.

There are two features of pronunciation: phonemes and suprasegmental features. From the

statement above, the researcher concluded pronunciation is studying how the words in a

particular language are produced when people speak. In speaking, pronunciation plays a vital

role in making the process of communication easy to understand.

5) Fluency can be defined as the ability to speak fluently and accurately. Fluency

is the ability to read, speak, or write quickly, smoothly, and expressively. In other words, the

speaker can read, understand and respond in a language clearly and concisely while relating

meaning and context.

Moreover, other scholars divide the speaking skill components into three components.

Those components are accuracy, fluency, and comprehensibility. If a student speaks precisely,

he or she can construct sentences and longer stretches of language that follow bearable rules

of usage.

Parrot (2002) described accuracy as the ability of learners to use appropriate grammar,

vocabulary, and phonology in their speaking. In general, accuracy relates to the student's

method of learning word order and omitting pronouns and relative clauses, prepositions,

correct sentence formation in pronunciation. Other grammar rules commonly occurred when

they speak among them so that others can understand their speaking.

One of the goals of the teaching of speaking is to develop fluency in the language.

Fluency is the natural use of language that occurs when a speaker engages in meaningful

interactions and maintains comprehensible and continuous communication despite limitations

in his or her ability to communicate. Richards, Platt, and Weber (1985) stated that fluency is

the feature that gives speech natural and standard qualities, including pauses, rhythms, stress,

speech and interjection rates, and interruptions. Fluency can be developed by creating

classroom activities in which students will need to negotiate meanings, implement

communication strategies, resolve misunderstandings, and work to avoid communication

mistakes.

Comprehension is the process of understanding the speech a speaker sends from the

audience. Understanding speaking means that people can understand what we say and

understand what they are saying. Harmer (2005) stated that if two people want to

communicate, they have to speak because of their different information. Bad communication

occurs when people still confuse with the information received. Therefore, simulation and

role-play activities can strengthen these three components to increase speaking skills because

they provide many communication practices.

Thanawan (2012) have consistent ideas about communicating face to face between

the person speaking is a success; it must include the following elements.

1) Speakers communicate and convey feelings to facts, comments, and the speaker's

attitude to the listener. The speaker must use the language ability to speak. Including gestures,

intonation, and various devices that engage the audience by conveying understand easily,

clearly, and quickly to achieve speaking.

2) Speech is a passage that may refer to knowledge, a requirement, or the emotion

the speaker wants to express or convey. The subject matter could be a notice, a talk, a

question-to-answer, an order to do, or a suggestion of thinking. The speaker should speak the

subject that he is comfortable knowing that field, preparing to extinguish and correct the

matter.

3) The audience is the recipient of content from the speaker. The audience will be

more or less aware of the speaker's story depending on their interests, level of knowledge,

comprehension, language, age, or gender. The listener may be one person or a group. The

speaker conveys a more targeted meaning if the speaker knows where. Will analyze the

audience.

Norrwadee (2016) describes five aspects of speaking in English:

1) Fluency does not mean speed but rather smoothness, continuity, and spontaneity

of speech.

2) Comprehensibility means the ability to speak to others to understand what they

are saying.

3) Amount of communication means the amount of text or information that can be

bespeak to the audience.

4) Quality of the message communicated (Quality of communication) refers to the

correctness of the spoken language.

5) An effort to communicate is an effort to provide

6) The listeners understand what they are saying by using words, gestures, or

expressions.

Based on the above elements of speaking English, it can be concluded that in good

English speaking, speakers must be able to connect the conversation to continue smoothly,

trying to pronounce it. Using grammatical vocabulary to demonstrate comprehension Fluency

in communicating in quality English.

1.3 Principle of teaching English speaking skills

Speech for communication activities play a significant role in improving the speaking

ability of learners, as Scrivener (1994) has suggested as follows:

1) Teachers should study and become familiar with nature and the materials used in

the activity. The activity was tested first to gain a better understanding of the steps in the

activity. Furthermore, set the time to act Activities Including being evident in the role of the

teacher. This makes it possible to use the command correctly, resulting in students carrying

out various activities. Well, and with minor errors.

2) Teachers should prepare learners before activities by using activities leading into

the lesson to guess together on pictures or ask questions to arouse learners' interest. Then,

the teacher determines the situations in daily life for the students to practice using the

language to communicate with each other near the most real.

Anutra Sawasri (2007) has provided considerations in selecting the appropriate games

or activities for learners that the main objective of the activity must be clear and attract

learners' attention. Help learners practice language expressions in activities, including

preferences and interest in the activity to make the students fun and enjoyable.

Thidaporn (2007) mentions five crucial principles of teaching and learning for

communication:

Principle 1: Students must know what they are doing: Teaching language for

communication must have a purpose and exact goal. Teaching must be something that the

student can use, such as reading instructions, writing a hotel reservation letter, listening to the

weather forecast report.

Principle 2: teaches that it is divide into parts. It did not help students learn the

interpretive language as much as the whole teaching—the majority of teaching divided

teaching into sub-sections. The rules are explained one by one. Teaching in this way is not

the actual use of language in communication. Students should be trained collectively.

Principle 3 The processes are as important as the form. Teaching for communication

develops students' ability to use foreign languages, thus training students to use language

patterns should be a process. Communicate is not merely a focus on language structure. By

practicing the language in the communication process, three essential aspects do not need to

be trained in combination. Practicing may be carried out in any way by inserting it into the

teaching and learning process. The characteristics of the three communication processes are

as follows:

a) Communication takes place when two or more people are involved. Some

information is known while others do not, so communication occurs in exchanging information

(Information Gap).

b) The participant in the communication will choose to say whichever way he/she

thinks that they want to show and what grammar style is appropriate.

c) Interaction between two people, he must have a purpose in mind. Speaking without

achieving the stated objectives is not communicative. Therefore, communication must be

feedback, using tactics and techniques to help the conversation reach its goals.

Principle 4: To learn it, do it. Language development for communication to students

requires students to practice communication activities in real-life situations after learning the

rules. Under the control of the teacher at all times does not create a communicative

atmosphere. However, teachers should not let students use their language alone.

Principle 5: Grammatical mistakes are not always a mistake. In meaning, teachers

should not be strict on minor mistakes. For example, mispronounced grammatical patterns,

as long as the students can understand each other. The teacher should encourage students

to slang out and build confidence in their language.

Neungnuch Jitkraburi (2012) summarizes the principles of teaching language for

communication. It should look like this.

1. The Learner-Centered. All students participate in language activity, organized as a

Pair Work or Group Work activity.

2. A task-oriented as a result of participation in activities provided by teachers.

Language activities are to arrange for students to do a particular activity similar to the teacher's

circumstances. It is the most realistic and meaningful activity.

3. An information gap activity is an activity where learners are missing information. They

need to complete a task and need to talk to each other to find it. It will help as a motivator.

And encourage communication. Communicative language teaching activities

1.4 Evaluation English Speaking skills

The purpose of the assessment tool is to represent the student's speaking assessment's

grammar, vocabulary, and pronunciation characteristics. Therefore, teachers should consider

the best way to test learners because assessments reflect what has been taught and what

has been learned.

Evaluating the ability to speak is quite tricky and personal. Moreover, it must be

accurate and reliable (Hughes, 2000). Here are several oral testing techniques discussed in

Heaton (1990), Weir (2003), and Underhill (2000). The performance of the learner test should

include simulation, pictures, discussion/conversation, interviews, and role play.

1) Conversation

This is the most natural test, two people chatting on a topic of mutual interest. It

is also the most difficult to achieve in the framework of the teaching of spoken language.

Tomei (1998) said that one of the problems in teaching conversational ability by speaking,

especially at a higher level, is speaking and teaching speech. Decided what information

students should be responsible for, even if it is as common as a vacation. Nevertheless, we

cannot conclude that all students will talk about their vacations just because they all have

vacations.

2) Interview

The most common oral activity is an interview. It is a direct face-to-face exchange

between the learner and the interviewer, according to a predefined structure. It also gives

both people the freedom to speak what they think honestly. The interviewer will stay in

control and keep the initiative. After the learners have finished answering questions or

expressing their opinions, it is up to the interviewer to continue developing other topics or

adding new ones. Usually, the interviewer will have a written or memorized list of questions

or topics to speak about.

3) Role-play

For this technique, learners must play a specific role and imagine themselves in

that role in each situation. Learners will be guided before the test by explaining in simple

language what they should do. Role-playing situations are chosen to test the learner's general

social language or stimulate a particular language type. (Passive) and subject vocabulary:

hotels, flight reservation

4) Oral report

For this technique, students should prepare and give oral presentations for 5-10

minutes. Students can take notes with them. Simple vision aids such as overhead projectors,

blackboards, or flipchart diagrams can be used if needed. At the end of the presentation, the

speaker has to deal with any questions from the listeners. The oral presentation is an actual

activity and communication for both professional and academic purposes. They can complete

the entire activity for the conclusion without the need of a teacher or assessor.

1.5 Assessing English Speaking Skills

The researchers studied various expert scoring criteria, including the Anusorn (2007)

and Higgs (1984). The scoring criteria emphasized speaking skills into five levels measure each

stage has five different sizes level.

Level 5: Excellent, speaks close, educated native speakers. Good use of language,

recognized by native speakers, knows a lot of vocabulary, including expressions Dialect and

culture, Speak and communicate in a straightforward manner that is clearly understood by

creative Speak naturally, fluently, smoothly, using vocabulary idioms. Correct sentence

structure

Level 4: Very good, fluent in a language. Correct and appropriate for the situation use

of correct and precise vocabulary, can respond even in unfamiliar situations. Can understand

and communicate well Speak and communicate straightforwardly and clearly understand

Speak naturally, use vocabulary, idioms, correct sentence structures

Level 3: Good, can speak correctly in formal and informal conversations, understands

language at average speed. Knows enough words to speak, correct grammar, speak,

communicate, understand, and use vocabulary, idioms, and correct sentence structures.

Level 2: Moderate, communicative enough, understandable Able to capture the

importance of general conversation using vocabulary, idioms, simple sentence structures

There are some wrong places or can speak, use structural expressions, have some grammatical

use. Nevertheless, speaking is more about this source text required for additional translation

information Send feedback Side panels.

Level 1: Fair, able to understand language at a lower level than usual, short repetition

of conversation vocabulary, to express opinions. Can only speak in an introductory sentence,

and using grammar is not yet correct. Try to speak in a stuttering way, with very little

communication.

Level 0: Few, Students cannot say at all.

Hughes (2000) outlined five criteria for the oral assessment and explained them in

detail:

1) Grammar

Level one Error of grammar or word order so server as to make comprehension

virtually impossible

Level two grammar or word order errors are very frequent: we often have to rely

on our interpretation.

Level three error of grammar or word order frequent efforts of interpretation some

time required on reader’s part

Level 4 error of grammar or word order fairly frequent; occasional re-reading

necessary for fully comprehensive.

Level 5 some errors of grammar or word order which do not, however, interfere

with comprehension.

Level 6 few noticeable errors of grammar or word order.

2) Vocabulary

Lever 1 vocabulary is inadequate for even the most superficial conversation.

Level 2 vocabulary is limited to personal and survival areas.

Level 3 choice of words sometimes inaccurate, limitations of vocabulary prevent

discussion of some familiar professional and social topics.

Level 4 professional vocabulary adequate to discuss particular interest; general

vocabulary permits discussion of any non-technical subject with some circumlocutions.

Level 5 professional vocabulary broad and precise; general vocabulary adequate to

cope with complex practical problems and varied social situations.

Level 6 means vocabulary as accurate and extensive as that of an educated native

speaker.

3) Accent

Level 1 refers to the pronunciation that is not often understood.

Level 2 refers to frequent gross mistakes and heavy accents that are difficult to

understand and require frequent repetitions.

Level 3 means "foreign accent," which requires intense listening and mispronouncing,

sometimes causing misunderstandings and grammatical and vocabulary errors.

Level 4 means "foreign accent" and has occasional incorrect pronunciations that do

not interfere with understanding.

Level 5 means there is no pronounced misnomer. Nevertheless, it will not apply to

native speakers.

Level 6 means native speaker pronunciation without any trace of "foreign accent."

4) Comprehension

Level 1 means too little understanding for the most accessible type of conversation.

Level 2 means understanding only simple and slow words on common and travel

topics. Need constant repetition and phrase change

Level 3 means understanding spoken words carefully and simply when participating

in a conversation. However, it may require considerable repetition and phrase substitution.

Level 4 implies a relatively good understanding of well-educated speech when

engaging in conversation. However, it has to be repeated or changed from time to time.

Level 5 is defined as understanding everything in a usually studied conversation,

except those heavily or low-frequency or particularly fast or slurred.

Level 6 means understanding everything in formal and informal speech one would

expect from an educated native speaker.

5) Fluency

Level 1 means interrupting and fragmentation. The conversation is almost

impossible.

Level 2 refers to speaking very slowly and intermittently, except for short or regular

sentences.

Words with a grade 3 mean are often hesitant and jerky. The sentence may be left

incomplete.

Level 4 refers to speaking, sometimes with hesitation and inconsistencies caused by

changing phrases and groping words.

Level 5 means speaking quickly and smoothly. But not a native speaker of speech

and consistency

Level 6 means speaking on all standard and professional topics without effort and

as smooth as a native speaker.

Chanpen Inpanya (2012) mentioned the four levels of speaking proficiency are as

follows:

1) Pronunciation 4 points

1 point, cannot speak and cannot respond

2 points, for incorrect pronunciation, challenging to understand

3 points, the marks are sometimes incorrectly pronounced. But generally

understandable

4 points, correct pronunciation, can speak

2) Vocabulary 4 points

One point, using the wrong word and unable to respond

Two points, using the vocabulary is often wrong, but one can use the vocabulary in

that event.

Three points, most descriptive points, appropriate vocabulary

Four points, convey very well, and use appropriate vocabulary.

3) Grammar 4 points

1 point, wrong grammar structure Unable to communicate

Two points, misusing basic grammar. Use some correct phrases

3 points, correct grammatical structure. There is a minor flaw

Four points, no lexical or structural errors.

4) Fluency 4 points

One point, speaking, then have to pause for a long time, never finish the sentence.

Or not responding

Two points, cannot speak and say no further. Try to keep talking by starting over.

Three points, the conversation is spontaneous and continuous. Sometimes still

stammered

Four points, a conversation is natural. Take a break, just like a native speaker.

Likert (1932) Likert devised this method in 1932 to create an attitude model as a form

of text. To measure the attitude towards a particular subject or against any one thing, take

the results from the text. Altogether, to assess the attitudes of those responding to that

measure, This method is called "Summated Rating." Key principles in a building are as follow;

1. All messages must be the same story.

2. The text must have both positive and negative statements close to each other. Not

less than 20 items

3. The rating must be in the same direction as the nature of the text. The answer may

be three answers, five answers, or seven answers, but most of them use five answers: strongly

agree, not sure.

Disagree, strongly disagree in case of a positive question, the score level will be

determined as follows.

Five points mean they are most satisfied or highly agree.

Four points mean very satisfied or agree.

Three points mean reasonable or moderate satisfaction.

Two points mean there is little satisfaction or disapproval.

One point means the least satisfaction or strong disagreement.

By interpreting the satisfaction or opinion of respondents according to the Likert Rating

Scale concept as follows:

4.51 - 5.00 points mean they have the highest level of satisfaction or agree on the

level.

3.51 - 4.50 points referring to having a high level of satisfaction or agreeing at a high

level.

2.51 - 3.50 points mean reasonable satisfaction or moderate approval.

1.51 - 2.50 points mean a low level of satisfaction or a low level of agreement.

1.00 - 1.50 points are defined as having the least satisfaction or the least agreeing.

Based on the measurement and evaluation of spoken English above. To summarize a

measure of students' speaking ability to perform activities that simulate the situation and

measure the role of the learners, communication, and interaction. Furthermore, according to

the situation, language skills still need to measure listening skills based on the

abovementioned measurement criteria. Therefore, in this research, the researchers used the

criteria for measuring English speaking ability during the study, divided into four levels:

pronunciation, vocabulary, grammar, and fluency according to the Clerk criterion (champion).

Espanya, 2012)

2. Simulation techniques

One of the most critical responsibilities of a language teacher is establishing and

implementing a speaking method that builds oral language proficiency. In doing so, many

researchers and practitioners have suggested the power of simulation to transform a regular

classroom into an authentic environment where language skills can be practiced in a more

realistic setting. Simulated missions are defined, and participants will be required to address

some of the issues using their own life experiences and character. The simulation closely

mimics the real-life situation.

2.1 Definition of Simulation techniques The definition of "to simulate" means to do or make things appear natural. (Cambridge,

n.d.) In other words, replication means absolutely imitation. This skill is used by teachers and

students in the classroom, playing specific roles without preliminary training, such as expansion

or without any drills.

The most common aspect of the simulation is that it creates a diverse communication

environment (Reality show) where students become part of real-world systems and work on

predetermined roles as group members. More important is the idea that simulations become

a reality and that students can be actively involved in what they are performing without paying

too much attention to environmental details. Instead, use the language that will be created

in that proper context. (Dragomir and Niculescu, 2011)

Jones (1995) defined simulation as an event in which the participants have sufficient

roles and essential information about performing these duties without playing plays or

inventing key facts.

García-Carbonell, Rising, Montero, and Watts (2001) state that simulation is an exercise

where participants compete against nature. A simulation is different from role-playing in that

the participant plays or acts apart, often before an audience.

According to Reese, Jeffries, and Engum (2010), simulations are activities or events,

such as performing essential life support on a patient simulator to manage a cardiac arrest,

that mimics actual practice. Simulation is used when real-world training is too expensive,

occurs rarely, or puts participants at unnecessary risk.

Worarat (2013) states that simulation means teaching that mimics the situation.

Alternatively, assuming a situation that is similar to the actual situation in society and

consistent with the lesson's content then presented as a teaching activity for students to try

and practice—expressing opinions on a solution based on the situation—allowing the learner

to experience the situation as close to the truth as possible. In this way, learners can

understand and have a good sense of participation in the event. Besides, knowledge can be

transferred to actual practice in daily life.

Gredler (2004) states that a simulation is an open-ended development situation with

many interactive variables. The goal for all participants is that each individual has a specific

role to play, addressing threats or problems arising in the situation and experiencing the

consequences of their decisions.

From the meaning of the above simulation, it can be concluded that simulation means

to simulate the environment that mimics the actual situation in a realistic society as possible.

It is changing the behavior of the learners based on real experiences or situations that are

close to the real thing by defining conditions, creating situations or methods that facilitate

change to acquire skills to be able to solve problems when faced with real situations.

2.2 History of simulation techniques

A historical perspective of using simulations and success in English language teaching

has found that simulations are more realistic for interactive situations in which students will

be trained. The simulation role is greatly encouraged in the English language teaching realm

(Loui, 2007; Rayan, 2007).

Chamaiporn (2007) simulations is a method that the military has adopted first, applied

to military maneuvers to the battlefield. They use the same methods or tactics as in actual

field combat but differ in using fake ammunition.

Thidaporn (2007) said that educational scenarios were first initiated by a project called

"Jefferson Township School District" to train those who will be administrators in elementary

schools. There were 232 participants in this training which bring information about the school

administrators' behaviors to create simulations for the trainees to solve problems. The results

showed that the trainees were interested and satisfied with their independent decisions and

learned methods. There are strong feelings and relationships in the classroom. That will be a

solution before going out to work.

Ekanong (2007) emphasizes that the scenarios used in the classroom are well known

and applied in the military. For the first time in which the military used war games to simulate

the battlefield situations, train soldiers to get used to the battle with education. When going

into battle, they will not panic and panic. Like the US space program, the US space program

has tried to invent special equipment and tools to simulate realistic space situations that

astronauts will face in order for astronauts to train in realistic simulations. Besides, some of

the larger companies in the United States are often recruited by managers to participate in

simulations to view decisions and see troubleshooting necessary for the position and duties.

Since the late 1950s, simulations have become a staple of business and medical

education, and games and simulations are found in language and science education and

corporate training. Additionally, designers have identified cognitive processes and the artificial

dynamics that define games and simulations (Gredler, 1992; McGuire, Solomon, & Bashook,

1975).

2.3 Purpose of using simulation techniques

Chamaiporn (2007) states that the creation of scenario-based activities aims to provide

students with the opportunity to practice their language skills and critical thinking, including

practice integrating various skills from the simulated situations. Because the simulations are

similar to the daily life situations of the learners, the learners can apply the acquired

knowledge to solve the problems in such situations. The simulations are also aimed at

developing learners to work together as a group. Know how to express their own opinions and

accept the opinions of others. Hence, creating scenario-based activities transforms the teacher-

centered learning activities into student-centered learning activities.

Jessup (2001) cited that simulations are also more effective than traditional teaching

methods that emphasize abstract concepts of factual, empathetic information and serve as a

reference for ongoing discussion of empathy. Inequality in society. A critical aspect of the

simulation emphasizes that it is not a game of winners and losers. The purpose of the exercise

is to explore decision-making techniques and view the results of specific decisions. A well-

designed simulation structure is complete enough to examine the various aspects of the

problem presented (Brozik and Zapalska, 2002; Brozik and Zapalska, 2003).

Thidaporn (2007) said the purpose of the use of the scenario is:

1) To present a situation that is not complicated to the students.

2) To enable learners to understand and get used to situations that are constantly

changing.

3) To make the students enthusiastic and get involved in decision-making.

4) To allow students to choose the right way, such as learning from mistakes or the

success of others.

Neungnuch (2012) states that the use of a simulation has the following purposes.

1) To allow learners to think, use their judgment, and bring reasons for discussion to

judge various problems.

2) To enable students to study lessons related to actual events in society by studying

concrete things around them before learning things farther away.

3) To enable learners to learn from actions. This will lead to good learning.

4) To develop learners to develop group process skills, endure the criticism. Accepting

other people's opinions, be aware of the duties and responsibilities toward oneself and others.

5) To provide learners with correct concepts in developing personal, social values and

ethical development. This will bring benefits to living both now and in the future.

Fonthip (2015) stated the purpose of using a simulation in English teaching.

1) To allow students to use all four skills: listening, speaking, reading, and writing in

complex activities like real-life events.

2) To allow students to use the English language learned to convey meaning even the

students are not well versed in English. Learners need to use all the knowledge they have to

communicate meaning to others.

3) To allow students to focus on the language rather than on the correctness of

vocabulary or grammar by playing a role in simulated situations, learners will focus on

discussion, debate, and opinion, which will improve learners' language skills.

From the above purposes, it can be concluded that the simulations allow active

learners to develop decision-making and problem-solving skills that can be applied to the

social sciences. Simulations are motivating, enabling students to engage, enabling

opportunities to generate new insights, increase conceptualization, and build the capacity for

students to solve problems within a realistic and controllable environment.

2.4 Elements of simulation techniques

According to Ken Jones (1982), for simulation to work must have the following

characteristic.

1) Realistic of function: The student must not think of themselves as students but

as real participants in the situation

2) A simulated environment: the teacher says that the classroom is an airport

check-in area, for example.

3) Structure: students must see how the activity is constructed, and they must be

given the necessary information to carry out the simulation effectively.

Essential characteristics of simulations are as follows: (a) an adequate model of the

complex real-world situation with which the student interacts (referred to as fidelity or

validity), (b) a defined role for each participant, with responsibilities and constraints, (c) a data-

rich environment that permits students to execute a range of strategies, from targeted to

"shotgun" decision making, and (d) feedback for participant actions in the form of changes in

the problem or situation. Examples of high-fidelity simulations are pilot and astronaut trainers.

2.5 Processes of simulation techniques learning

The learning process is of great importance in world-class education because 'It is in

the student's mind that these [The global concept of learning] needs to come together as the

foundation for lifelong learning (Sinclair, 2011). it is also highly relevant to education

practitioners worldwide in helping them understand how learners respond to learning

opportunities around global poverty and classroom development.

According to Stasklev (1980), the EIAG model is a reflex process used after each

experience or action to help understand what happened and why. It is a process that assists

in understanding others and their behavior. After students experience an event or observe

another person's behavior, they will identify or explain what happened. EIAG consists of the

following structures:

1) E = Experience = “play”

Experience in the classroom session should be related to information and skill

students want to learn. Students might try out specific tasks. They will be expected to perform

on the job. For example, a module on treatment planning might be a videotape of a client

presenting his case. Trainees would then use the information from the video to develop a

treatment plan for this client. In this case, the videotape is the experience element of the

EIAG process.

2) I = Identify = “look” “be descriptive”

The students must identify what happened during the experience. We might notice

only one or two things ourselves, but in fact, many things are happening simultaneously during

any event. Pooling the group's observations of behavior, ideas, and feelings ensures that

everyone shares the same information about the experience. For example, after watching the

clip video, students would identify the needs of the client. One person might identify two or

three needs, while other group members might see, hear, and state different needs. Everything

noticed should be discussed.

3) A = Analyze = “think” “be analytical”

Analytical thinking makes sense of the cause and visualizes what is happening in

the simulation process or problem analysis. This analysis will bring about understanding

possibilities and combat the events that are problems that occur.

4) G = Generalize = “learn” “draw conclusions”

After analyzing the situation, students should then apply what was learned in this

specific situation to more general circumstances. Generalizing is extremely important: students

must be able to apply what they have learned in a controlled environment (classroom

session) to their job; otherwise, there is no purpose in training.

Kolb (1984), based on Dewey and Lewin's earlier work, provided "a comprehensive

theory that underpins education and learning as a lifelong process and is based on the

intellectual traditions of philosophy and psychology." Cognition and Society "(Zuber-Skerritt,

1992)

Knowledge arises from a combination of comprehension and experience

transforming '(Kolb, 1984: 41). The ELT model demonstrates two modes involved in dialectics

of comprehension experience - Concrete Experience (CE) and Abstract Concepts (AC) - and

two modes dealing with dialectics of the transformational experience - reflective observation

(RO) and active experiments (AE). Experient learning is a knowledge-building process that

involves constructive tension. Among the four learning modes that respond to contextual

needs.

There is no strict hierarchy of steps in the simulation technique in classroom learning.

Several scholars have shown the steps for creating a simulation as follows.

Ned Flanders (1970) suggested six following steps in teaching.

1) First step: Assigning the roles: When a teacher uses a classroom simulation, he must

first assign letters (A, B, C) to all group members and develop a character-assignment rotation

system to give each person a chance. Get involved and have the opportunity to become a

foil actor and an observer.

2) Second step: Deciding the skills be practiced: The second step involves planning,

preparing, and deciding on skills to be practiced through simulation techniques. Teachers

should carefully and intelligently select a suitable topic for each performer based on their

knowledge and interest in the subject.

3) Third step: Preparation of Work schedule: Teachers should decide in advance about

the group members' names to initiate the conversation. A detailed schedule should be

established for the interactions of the performers. Teachers should decide whom to stop

responding to and when.

4) The fourth step: Determining the Techniques: Teachers should decide on the

evaluation process and information to use. Observers are required to record how their

information and opinions can best be presented to performers when the attraction stops.

5) The fifth step: Organizing the first practice lesson: Give the students some feedback

on their performance and adjust the steps for the second session to improve the rehearsal

process. As soon as the practice goes smoothly and each person has the opportunity to

become an actor, increase the job's difficulty by directing, stretching, or limiting the role of

the instructor personally.

6) The sixth step: Alternation of procedure: The final step in the simulation, teachers

should now be prepared to modify procedures, topics, opportunities and move on to their

following skills to present the challenge that matters to each performer and to keep their

attention as high as possible. The work should not be too high or too easy for the participants.

Scrivener (2005) offers the activity route map for simulation stages are as below;

1) Before the lesson: teachers familiarize themselves with the material and activity. 2) In class: lead-in/prepare for the activity 3) Set up the activity (or section of activity), i.e., give instruction, and make

groupings.

4) Run the activity (or section): students do the activity while teachers monitor and help.

5) Close the activity (or section) and invite feedback from the students 6) Post-activity

Sturtridge, (1977) proposed the following steps for organizing a class scenario.

1) Preparation is when the teacher provides information and language knowledge,

where the teacher explains the rules, background, and language knowledge. Then ask the

students to practice doing exercises to practice using the language correctly, which the teacher

may train students to research and find information on their Practicing listening or speaking

skills. Students will be informed that the information they receive from the instructor will be

the information they will need later in the activity. A simulation situation in which this

foreseeable will motivate learners to motivate them. Learn more

2) Indicates the stage in which the teacher will match or enter a workgroup. Students

will have the opportunity to discuss the circumstances of their assignments to be prepared to

demonstrate the situation as well as possible.

3) Discussion and feedback stages: The instructor provides feedback to the learners

on how they perform. Where is the error where the teacher must make the information about

Mistakes with caution not to make the students feel? The instructor provides information on

where the student has flaws to correct and apply new knowledge. It can be used in the next

opportunity.

The process of setting up a simulated situation can be seen in Figure1.

Step 1: Preparation Stage

Step 2: Action stage

Step 3: Discussion stage

Figure 2 : Procedures for organizing the simulation

(Sturtridge, 1977, p.33)

According to Richards and Renandya (2002), many traditional language teaching

methods focus on grammatical patterns and activities to present new language lists and

Provide information on simulation situations - Basic information

of Simulation situation

- Restrictions / Rules - Technical data

Language informational situations - language structure - Tons of

vocabulary is needed in simulated

Pair or group work (Sub-group discussion)

Play a role in simulated situations (Simulation)

Discussion of simulations Provide feedback

Do remedial exercises

practice programs under controlled and procedural conditions. Learner production tries using

forms in a more communicative context which is the basis of traditional teaching methods

such as Audiolingualism and a structural-situational approach.

Richards & Rodgers (2002) refer to lesson plans based on PPP should have 3

phases:

1) Presentation process: The teacher begins the lesson by determining the

situation, either stimulating or modeling the language that the situation demands.

Presentations can consist of short, simulated sentences listing goals, whether reading from a

textbook, listening to a tape, or a teacher doing it.

2) Procedures: Students practice a new language through a controlled

method. They penetrate sentences or conversations, repeating following the teacher or tape

in the chorus and one by one until they speak correctly. Other practice activities match

sentence parts, complete sentences or conversations, and ask and answer questions in the

target language.

3) Production process: Students are encouraged to use the new language

independently, be it for their purpose and meaning or in a similar context suggested by the

teacher. It could be a role play, a simulation activity, or a communication job.

Fonthip Nuttayai (2015) has mentioned the teaching process using the simulation

as follows:

1) Teaching Preparation including the preparation of these things

1.1) Set purpose Teachers should be prepared to clear purpose. What

behavior should the students change? When the learner has learned

from the situation having a clear purpose makes it easier to create

scenarios.

1.2) Define a scenario Teachers should consider realistic situations adapted

to suit teaching and learning in the classroom. It is a situation that

allows students to think, analyze, diagnose, and make decisions that are

close to reality. Which gives rise to the learning and skills they need

1.3) Determine the structure of the scenario, which includes the following

1.3.1) Determine the purpose of the scenario

1.3.2) Determine the role of each participant.

1.3.3) Prepare necessary information and content.

1.3.4) Set different situations to be realistic in society.

1.3.5) The sequence of events, times, and problems from the situation

1.3.6) End the situation, summarize the discussion

1.4) Specify teaching materials, materials, and equipment needed to be

ready.

2) Teaching procedure

2.1) The instructor offers a scenario whereby the following methods may be

used.

2.1.1) Tell happening situation.

2.1.2) Show pictures and describe stories.

2.1.3) Show the movie and describe the situation that happened.

2.1.4) Look at the set scenes and have a role player.

2.2) Learners study problems and solutions to solve them. May allow

students to divide into small groups to share opinions.

2.3) Learners propose results for solutions to problems. This could represent

a group or all.

3) Discussion and conclusions

After the simulation, the discussion is the most critical step that all parties must

take to figure out what happened and why. Discussion helps teachers assess the success and

failure of the situation. The nature of the discussion should be done immediately, and the

teacher may use questions to evaluate participants to explain what ideas came up while

participating in the activity. What has been done from the most influential and the best

participant in the activity as evaluation at the end of the summary should discuss advantages,

disadvantages, and an improved reuse scenario.

Teaching using simulation in the classroom may conclude that language teaching

simulation activities must define learning objectives. The lesson plan set the situation. The

role of the learner's details and requirements should provide opportunities for learners to

practice the language according to the intended purpose by interacting with other learners.

The summary of the process of using the simulation techniques in the classroom

is as follows: 1) Preparation and introduction into lesson 2) Presentation of the simulation 3)

Role selection 4) Playing in the simulation 5) The discussion was learning using simulation or

creating a situation close to reality. Allowing learners in that situation to interact with their

peers, talked and interacted with each other. According to the roles assigned, causing students

to have a deep understanding, Encourage students to practice using English to communicate

in various situations by allowing students to have the freedom to express themselves naturally

and can be applied in real situations.

Therefore, the simulation technique process that used in this research has been

adapted from Sturtridge (1977) Richards & Rodgers (2002) and Fonthip (2015) , which can be

summarised into five processes as follows: 1) Preparation 2) Presenting the simulation 3)

Assigning the roles 4) Practice session and 5) Discussion.

2.6 Advantages and limitations of language teaching by using simulation technique

2.8.1 Advantages

Simulations have many advantages for learning and practice, including replicating

situations with specific learning objectives, practicing for more extended periods than they

exist in real life, using trial and error, and experience. Situations that are rare or risky and are

measurable with a validated scoring system. Developing the measurement skills of simulations

in conjunction with questioning and reflection (Crookall, 2010) serves as feedback. For a basic

assessment cycle of repetitive performance and improvement.

Morgan, Cleave-Hogg, McIlroy, and Devitt (2002) state that simulation practice

offers a powerful learning experience, allowing students to convey theory into practice, an

integrated learning environment, and a powerful opportunity to hone applying the knowledge

they have gained. They were giving lectures and reading assignments.

Susikaran (2014) describes the advantages of instruction simulation are as

follows.

1) Motivation advantages: All researchers reported that learners showed

increased interest and excitement in classroom learning activities after the simulation. They

generally maintain a level of freshness and novelty throughout the learning curve. This is one

of the most distinctive features of the simulation, which makes it acceptable at all levels of

teaching because if any technique successfully motivates the learner, all other problems will

be solved automatically. The second motivating advantage of simulations is that simulation-

related activities are discarded from the traditional routine of classroom learning and thus

create novel components in the entire learning process.

2) Student-teacher polarization removal: Traditionally, the classroom has

been dominated by the power of the teacher. Recently, changes have occurred in the

traditional classroom setting. The teacher's role is to inspire and motivate more than just

command, order, and judgment. Teachers have adapted to accept the less prominent and

less intrusive roles in the learning process. The simulation is a self-examination in which the

participants perceived their progress through a variety of feedback methods. Students are

involved in decision-making. They observe their assessments that influence future actions.

Personal tension in teaching situations tends to be reduced by the self-examination process.

The teacher's role could be an interpreter for simulations and even as a guide. Nevertheless,

he does not have to act as an expert or a judge.

3) Simulation is a universal behavior mode. The simulation can be run in the

upper part of elementary school to get good results and, of course, for eleven-year-olds and

upper. The world of free plays and dramas is closely related to simulations for more structured

learning. Simulation should be used with caution in the case of young children. The purpose

of the simulation is explicitly not to create a self-satisfied winner in a way that an informal

monopoly might do.

4) Profit related to relevance and learning. The Johns Hopkins University,

Baltimore, study confirms that simulations affect academic achievement and learners'

attitudes. The simulation helps in understanding the structure and process of learning at a

deep level in mind. Learners gain insight into the execution of the teaching process. Moreover,

Gordon (1968) studied and proved that simulations benefit both gifted and slow learners in

advanced learning. They are highly gifted, motivated to reach greater heights with no negative

impact on the less gifted learn from their peers and pursue their curriculum according to their

inclinations. Therefore, simulations as learning techniques can be used for all types of learners

at all levels of teaching.

5) The decision: The simulation group process deepens the understanding of

the decision-making process in children. It is the development of skills in children in order of

increasing difficulty. Implementing a simulation introduces complexity, which is progressively

more challenging and brings decision-making skills into action.

6) Perception of the role: Some students are of the view that role-awareness

simulations are involved. A person, when he plays another person's role, recognizes that role.

7) An interdisciplinary perspective: The simulation technique provides an

integrated view and a vehicle for accessible interdisciplinary communication. Human,

economic, aesthetic, and moral factors can hinder unfamiliar environments. The fact that

participants are expected to see at least some of the world through eyes other than their own

often helps them to be more transparent and less protected about what they see.

Chamaiporn Lertkanavanichkul (2007) illustrates the benefits gained from using

the simulation in teaching and learning as follows:

1) Simulation is a tool to collect information about human behavior expressed

under a specific situation.

2) The student's practice in the simulation will tell how well he has applied the

principles or theories he has learned.

3) It is another way to give students experience. That experience may not be

directly available in an educational institution.

4) Give students opportunities to experience only select truths with a level of

difficulty. Complexity suitable for students' basics

2.8.2 Limitations

Susikaran (2014) summarized the limitations of instruction simulation are as

follows.

A. The simulation is not applicable for all subjects in the course.

B. The simulation cannot be conveniently used in young children because the

mechanism is too complex for the child to follow.

C. Much preparation is required on the part of the teacher. Very few teachers

are ready to do the extra work required for this technique to be successful.

D. In the country, highly sophisticated audiovisual and computer equipment

were used to simulate the situation. We cannot afford these expensive

audiovisual aids in our schools today.

E. The last limitation is that learning is a serious activity that demands

concentration on the part of the learner's Simulation is a play that reduces

the intensity of learning. Critics wonder if practical learning takes place through

simulations.

To understand more clearly, the researcher has summarized the advantages and

limitations of use. The simulated situations are shown in Table 1.

Table 1: Advantages and limitations of the use of simulations.

Advantages Limitations

1. Simulation allows students to have direct

experience in decision-making to solve

problems using good thinking and

associated with real-life problems.

2. Train learners to use thinking processes

logically. Be courageous to express

opinions, listen to other people's opinions,

and help encourage students to participate

in higher learning.

3. It helps learners develop intelligence.

Emotional, social, and mental

1. The simulation is not applicable for all

subjects in the course.

2. Learners may not be able to connect

the knowledge gained with the actual

situation.

3. It takes much time for the learners to

understand the lesson.

1. The simulation situation is complex,

especially for young children. It may

confuse the learners, but if it is too easy,

the students will become bored.

simultaneously, thus being effective in

teaching values and attitudes.

4. It is an appropriate teaching method for

low-motivated learners.

5. Scenario models save costs than using real

situations.

6. It helps learners to master many problems

in a limited time.

7. Simulations can reduce risks and dangers

better than real situations.

8. It helps to achieve cooperation without

thinking of competition.

9. It is a systematic transfer of knowledge.

2. Unable to adjust the simulation situation

to the specific needs of the Each learner

has

3. Learning outcomes of each learner. It

varies according to the role played.

Some of these simulations are

expensive. Furthermore, it uses much

equipment.

4. The instructor takes time to prepare the

equipment and the classroom, so this

teaching method does not motivate

them.

5. Lack of good guidance may accidentally

confuse the student's role.

From studying the benefits of using the simulations mentioned above, it can be

concluded that simulation is teaching by organizing scenarios for children to learn, prepare

and try to solve problems such as situations. Students can apply their prior knowledge to

problem-solving properly when faced with those situations. Moreover, stimulating students to

create and practice a new language Is to create an environment for learning. Therefore, the

researcher was interested in experimenting with simulation techniques to develop the English-

speaking ability of Mathayomsuksa 1 students at Muangyao Wittaya School.

3. Research related to using simulation techniques in teaching 5.1 International research

Hardianty (2013) studies the improvement of speaking skills through the use of

simulation techniques. This study aims to prove whether simulation techniques are effective

in improving students' speaking skills. The sample consisted of 11th-grade students of SMA

Alkhairaat Kalukubula and was selected using cluster randomization. The experimental group,

XI IPA, consisted of 15 students. The tool for collecting data was a test given to students as a

pre-test and a post-study. The pre-study test is used to measure students' speaking skills

before treatment and using post-test after treatment. The data collected through the test

were statistically analyzed. The results found that the simulation technique significantly

improved the speaking skills of SMA Alkhairaat Kalukubula students.

Elisa, Sada, and Sutapa (2019) studied teaching speaking through simulation techniques

to improve students' speaking ability. This study aims to develop students' speaking ability

using simulation techniques. Classroom practice research was used as a research design in this

study. The study's data were obtained from eighteen students in Grade VIIIB of SMP Nusantara

Indah Sintang in the 2016/2017 academic year. Data collecting used checklists, observations,

field notes, and speaking tests as tools. The study results prove that this technique improves

students' ability to speak in grammar, vocabulary, comprehension, fluency, and pronunciation.

It can be seen that student's participation increases in the teaching and learning process.

Student participation increased to 94.44% in each meeting, and the percentage of final scores

was 72.22% in the last round.

Guterres, dos Santos Gonçalves, and da Costa (2019) studied Developing speaking skills

through simulation method. The study's objective was to experiment with simulated methods

and know the differences before simulating methods were used in pre-testing and post-testing.

The method used for collecting data is classroom practice research. Use simulations as a new

way to develop students' abilities in speaking skills. The population of the Escola de

Hospitalidade e Turismo Becora-Dili second grade hotel study of Escola de Hospitalidade e

Turismo Becora-Dili was 20 students. The tools used for pre-study and post-study were

administered to students, namely, a conversation between guests and the hotel receptionist

at the front desk. The results of data analysis proved influential before and after speaking

teaching skills. Classroom observations showed that the teaching process and learning skills

using the simulation method worked well, and the majority of the students were enthusiastic.

This is one of the fun activities for students. This makes the vocational school productive

because the simulation reflects actual activities without expressing their thoughts and is willing

to interact with both naturally, meaning spontaneously. Simultaneously, the simulation

method is a valuable strategy for teaching speaking skills in vocational schools to give helpful

advice to local English teachers and students in Escola de Hospitalidade e Turismo Becora-

Dili.

Chergui (2016) studied The Effect of Using Simulation Activities on Developing Algerian

EFL Students’ Speaking and Listening Proficiency. The study aims to use a simulation activity

to teach English to 2nd year EFL students at the University of Constantine 1. A virtual

experiment method was used to test the simulation performance in the study. It was

improving the speaking and listening abilities of EFL learners and the compromised sample.

Two experimental groups participated in the study. After analyzing the pre-test and post-test

results, it was found that simulations successfully developed EFL learners' speaking and

listening ability, with the practical impact of simulated activities on listening rather than their

speaking ability.

Lutfi, Sutopo, and Rukmini (2018) studied The Effectiveness of Simulation and Role-

Play in Teaching Speaking for Students with Different Levels of Motivation. The objective of

this study was to examine the effectiveness of simulation and role-play as techniques for

teaching speaking to students with varying degrees of motivation. This research design was a

quasi-experimental study with factorial design 2 X 2; the independent variable was the

simulation and the role-playing technique, while the dependent variable was the students'

speaking ability. Data was collected through questionnaires, observations, and informal

interviews with teachers and students. The results show that students benefit from simulation

and role-playing techniques in speaking teaching, increasing student scores. They were also

indirectly inspired to speak English, and they gradually forgot about negative feelings such as

shyness and lack of confidence.

Prabowo and Yulia (2018) studied Teaching speaking using simulation to junior high

school eighth-grade students. This research aimed to explain a) how to use simulations to

teach speaking skills and b) strengths and weaknesses towards applying simulation techniques

to teaching speaking to primary school students. 8th year of SMPN 1 TlogomulyoTemanggung.

This study was action research with the primary information in a qualitative lecture by

classroom observation and interviews. The study results found that simulations in the speech

instruction process improved the students' motivation. They are more active in learning to

speak, and their students are more interested in speaking activities. Besides, the researcher

found some strengths and weaknesses in the simulation technique. The strength is that

students are motivated and have productive aspects of their social interaction. At the same

time, the weaknesses of simulations are those that are fabricated and challenging to monitor.

5.2 Domestic research

Sirirat (2018) studied on Development of English communication skills through

simulation technique for Prathomsuksa 6 Students, Ban Kud Satian Mai Si Thong School. The

research aims to develop English communication skills by using simulated situations and study

the attitude of Prathomsuksa 6 Students, Ban Kud Satian Mai Si Thong School towards learning

English communication by using simulated situations. The results showed that after teaching

and learning activities to improve English communication skills using simulation technique,

English communication skills were significantly higher than before learning at the 0.05 level.

The level of satisfaction in studying using the simulations technique was at a very satisfactory

level.

Bowonjit (2008) studied on Developing English Speaking Skills of Mathayom Suksa 2

students using Simulation. The research objectives are to compare the English speaking skills

of Mathayom Suksa 2 students between pre-test and post-test using simulations and to study

the effectiveness of the Mathayom Suksa 2 English learning activity plan using simulations.

The sample group for this study was Mathayom Suksa 2, Pak Chom Wittaya School, Pak Chom

District, under the Loei Educational Service Area Office 1, in the second semester of the 2007

academic year. Random Sampling) The tools used in this study were eight learning activity

plans, 2 hours each, 16 hours in total, and four subjective English speaking skills testing quizzes.

The result found that learning activities using a simulated simulation had an efficiency. The

students learned and developed English speaking skills accordingly. Students who organized

a learning activity using simulated situations significantly increased their English speaking skills

after studying.

Kanlayanee (2008) conducted a research study on organizing learning activities for

improving English speaking skills using simulations for grade 5 students at Baan Kokwan School.

This research aims to 1) develop a plan to organize an activity for learning English speaking

skills for grade 5 students using a simulated simulation. To study the index of effectiveness of

the learning management plan for improving English speaking skills using simulations for Grade

5 students 3) to study academic achievement before and after learning to develop speaking

skills using simulations for the 5th and 4th-grade students) to study the learning retention of

the learning activities for developing speaking skills using simulated scenarios for grade 5

students. The target group was primary school year 5, Ban Kokwan School Prang Ku District

Sisaket Province, Region 3; in the second semester of the 2008 academic year, 25 people were

obtained through purposive sampling. A lesson plan to develop speaking skills using

simulations Grade 5, number 8, is an innovation used in the experiment. The tools used to

collect data from teaching practice were the 4-part learning achievement test, a multiple-

choice matched, four-choice type and part 4 was a practical test from a given scenario. 40

points. The findings were as follows: 1) A learning management plan for developing English

speaking skills using simulations. 2) Students have more proficiency in speaking English after

learning to develop English speaking skills by using a simulation developed. 3) Learning

achievement of students studying by using simulations to develop speaking skills before and

after study. After the study, the average test score is higher than before the study accounted

for 43.00 percent, indicating that students had an increase in learning achievement in speaking

English using simulations after learning. It was found that students who studied English to

improve their speaking skills using simulations had learning persistence.

Chanpen (2012) conducted a research study on learning activities to speak English for

communication Mathayomsuksa 1 students using the simulation. The objective of this study:

1) To study the effectiveness of an activity plan for learning to speak English for

communication of Mathayomsuksa 1 students using simulations According to the efficiency

criteria 75/75 2) to study the effectiveness index, a plan for organizing an activity for learning

to speak English for communication and using the simulation and 3) To study the satisfaction

of learning activities in speaking English for communication using simulated situations.

Mathayomsuksa 1 student. The sample group used in this study was Mathayom Suksa 1/1 at

Beedpittayasarn School, Semester 2, Academic Year 2011, of 28 students. A classroom is a

random unit. The study results found that 1) Plan to learn English for communication,

Mathayomsuksa 1 students using simulation situations. The efficiency was 83.43 / 80.95, which

was higher than the set criteria. 2) The effectiveness index of the English-speaking learning

activity plan for communication the simulation situation was 0.6296, showing that the

student's score increased. 3. The students were satisfied with the learning activities in speaking

English for communication using simulation situations. The overall average was at a high level.

In summary, speaking English to communicate with Mathayomsuksa 1 students using

simulation situations: Efficient and effective that helps students increase the ability to speak

English for communication and progress in their studies.

Thanawan (2012) studies Comparisons of Learning Achievement, Attitude Toward

English Subject, and Self-Esteem of Prathomsueksa 6 Students Between Using Simulations and

Role Playing Learning Approaches. This research aims to (1) study the effectiveness of an

English language learning activity plan. Grade 6, using simulation and role-play based on criteria

75/75 (2), study the index of effectiveness of the English language learning activity plan. By

using simulation and role play (3) comparing the learning achievement. Attitudes toward

English language and self-esteem during the simulation and role-playing learning activities. The

sample group was primary school students in grades 6/1 and 6/2 at Ban Song Nangyai

Municipality School. Cluster Random Sampling obtained Muang District, Maha Sarakham

Province, Semester 2, Academic Year 2011, 2 classrooms, the number of students per room

was 29 and 26, respectively. Use a scenario And plan for role-playing learning activities. There

are eight plans for each model, 2 hours each. 2) The four choice-answer type of learning

achievement test, 35 items. The research results were as follows: 1) the efficiency of the

learning activity plan using simulation and activity plan. Role-based learning was 82.04 / 86.03

and 85.09 / 88.92, respectively, higher than the required criteria. 2) The Effectiveness Index of

the Scenario-Based Learning Activity Plans and Role-Based Learning Activity Plans. Assuming

values were 0.7941 and 0.8228, respectively. 3) Prathomsuksa 6 group students who had a

role-based learning activity. They had higher academic achievement than those organized

using simulated activities, but neither group had different attitudes toward English and self-

esteem.

From studying on related research mentioned above, it was found that teaching English

using simulated activities. This is an opportunity for students to face situations that are close

to real life. Learners have an increased improvement in speaking. Because using the

appropriate teaching techniques of language will increase the motivation of learners. Gain

confidence when it comes to using language in real situations. The scenario allows students

to think. Create a conversation on their own where the teacher is just an observer. Therefore,

the researcher is interested in teaching and learning English using a simulation activity to

develop the English-speaking Mathayom Suksa at Muangyao Wittaya School.

CHAPTER 3

RESEARCH METHODOLOGY

The Use of Simulation Techniques to Enhance Speaking English Skills of Mathayom

Suksa 2 students. The chapter is composed of topics as follow:

1. Research Design

2. Participants

3. Research Instruments

4. Validity and Reliability of the instruments

5. Data Collection

6. Data analysis

7. Ethical Approval

1. Research Design

This research is a quasi-experimental study with a one-group pretest-posttest design

because students of Mathayom Suksa 2 provide little or no control group and this research

used pre-test and post-test to see the result of the treatment (Jitpakdee, 2014).

The one-group pretest and post-test design usually involve three steps follow:

Figure 3-1: Research Design

Administering a pretest ( 𝑂1) is proposed to measure students speaking English skills before

being given treatment. Applying an experimental, using simulation (X) Administering a post-

test ( 𝑂2 ) proposed to measure students speaking English skills after given a treatment.

Applying one group pretest-posttest, the researcher wanted to determine whether there is

any significant difference in students speaking English skills before and after being taught using

simulation.

2. Participants

In this study, the participants in this study will be 10 Mathayom Suksa 2 students of Muang Yao Wittaya School in the second semester of the academic year 2021.

Applying the experimental of learning using simulation.

(X)

Administering a

posttest ( 𝑂2 ) Administering a

pretest ( 𝑂1)

3. Research Instruments

3.1. Lesson plans

3.1.1 The researcher was preparing lesson plans and creating exercises in various

formats. Then, studied and understood the simulation and tried to play it themselves to know

the obstacles and difficulties in play. Then create a learning plan for teaching English speaking

skills through simulation. The researcher will apply the revised learning plan for Mathayom

Suksa 2 students at Muangyao Wittaya School, studying in the second semester of the

academic year 2021. After that, the researcher has prepared an English-speaking skill learning

plan through simulation for Mathayom Suksa 2 students. Lesson plans using 5 simulations,

3.1.2 The researcher will practice the presence of the simulation model, including

situations, Indicators, roles, and rules. Presents in a step-by-step order to not confusing and

providing all information ready.

3.1.3 Students select roles in pairs and practice role-playing based on the dialogue

received. The teacher is responsible for advising on correct pronunciation.

3.1.4 Students take a mini-test by filling in the correct words in the dialogue. Then

the teacher gave the answers to practice pronunciation and role play in a simulated situation.

3.1.5 The researcher and students discuss, draw conclusions, and comment on the

conversation. Finally, students take note of the knowledge they have learned.

3.2. Pre and post-tests

An English-speaking skill test is a pre-test and post-test speaking skill format consisting

of 5 simulations with 10 role cards.

Each pair of students will discuss their roles and situations and alternate A and B.

Representatives of each pair will be drawn to select one test. During the student performs,

the researcher will give a score based on the rubric score. As below:

English-speaking skill assessment form for communication according to the

evaluation with scoring criteria 4 items in pronunciation, vocabulary, grammar, and fluency

(Rubric Score) according to Clerk criteria. Inpanya (2012).

Pronunciation 4 points

Collect 1 Point if unable to speak, cannot respond.

Collect 2 points if pronouncing incorrectly, challenging to understand

Collect 3 points if sometimes mispronounced, but the overall can be

understood.

Collect 4 points if pronounced and spoken correctly.

Vocabulary 4 points

Collect 1 Point if the incorrect vocabulary, cannot respond.

Collect 2 points, often the incorrect vocabulary, but the vocabulary is used in

that event.

Collect 3 points, primarily conveys, use appropriate vocabulary.

Collect 4 points, use appropriate vocabulary in every situation.

Grammar 4 points

Collect 1 Point, incorrect grammatical structure, unable to communicate.

Collect 2 points, misuse of basic grammar often-used correct phrase.

Collect 3 points, correct grammatical structure little mistake.

Collect 4 points, the vocabulary or structure are not mistake.

Speak fluently 4 points.

Collect 1 Point, pause while speaking for a long time, do not finish the

sentence, or not responding.

Collect 2 points, Inability to complete a sentence. Start over and try to keep

talking.

Collect 3 points, natural and continuous conversation. Sometimes the

conversation gets stuck.

Collect 4 points; Natural Conversation. Having a native speaker accent.

3.3. Interview

As the population was not large, all 10 learners were interviewed to explore their

attitudes toward enhancing student's English-speaking skills through simulation. The analysis

method was making questions for the interviews. The questions consist as follows:

Question 1: What do you think about learning speaking English by using simulation

techniques?

Question 2: Can simulation techniques improve your English speaking skills? How?

Question 3: Which simulation lesson is your favorite one? Why?

Question 4: What are the advantages of simulation techniques?

Question 5: What are the disadvantages of simulation techniques?

4. Validity and Reliability of the instruments

Take the attitude assessment form created for 3 experts for review, opinion then Take

the test to improve accordingly as the experts have suggested.

5. Data collection

5.1 Access permission conduct research request Letter to School Director

5.2 Apply for Human Research Ethics Committee Review.

5.3 After the ethics approval, the researcher applies the lesson plan using a

simulation with 10 Mathayom Suksa 2 students.

5.4 Mathayom Suksa 2 students evaluate their attitude with the class of English-

speaking abilities through simulation.

5.5 The researcher used the scores to compare between before and after English-

speaking skills through simulation class.

5.6 The researcher examined Mathayom Suksa 2 student English-speaking skills

through simulation class, with the results summarized, analyzed the interview,

and interpreted the attitude score.

6. Data analysis

The data obtained from research result students test that were analyzed as follow:

6.1 The quantitative data were analyzed using descriptive statistics, including frequencies,

a measure of central tendency by T-Test. The results were obtained to compare between

before and after English-speaking skills through simulation class. The content was used to

create 5 English-speaking proficiency tests.

6.2 To analyze the progress of the students speaking skills using percentages.

6.3 The data gathered from the focus group interviews are analyzed by using content

analysis. As stated by Selvi (2019), this type of analysis data this is categorized the collected

data in themes and sub-themes, in order to compare the findings. Therefore, the technique

of content analysis is applied to analyze the data collected from both primary and secondary

sources in order to propose recommendations for simulation technique to enhance English

speaking skills. It was indicated by Prasad (2019) that one of the key advantages of content

analysis is that it can help in reducing and simplifying the collected data. Besides, content

analysis can provide the ability for researcher to structure the qualitative data gathered in a

method that satisfies the achievement of research objectives. However, human error is

highly elaborate in content analysis, as there is a risk for researcher to misunderstand the

collected data, thus it leads to generate false and untrustworthy conclusions (Prasad, 2019).

7. Ethical Approval

Before conducting the study, the researcher will apply for Ethical Considerations from University of Phayao Human Research Ethics Committee. After the ethical approval, the participants will be informed about the research objective and asked the participants to fill the consent form.

A safe place will be used to keep the questionnaire and the semi-structured interview for 3 years. The electronic data will be recorded on a computer which is a password to log in is essential. A document shredder will be used to eliminate the hard copy of the data, and the soft files of the data will be deleted.