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SIMULATED TEACHING

INGGY YULIANI PRIBADY 0805980

(15th OCTOBER 2008)

INTRODUCTION

One of the foremost responsibilities of language teachers should be

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

Simulation is one activity that can contribute to a successful and

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

The aim of this paper is to explain what is simulated teaching and how
it is applied in the teaching learning process.

DEFINITION AND PREMISES

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

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

Gestalt psychology, which is related in some ways to the philosophy

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

ORIGIN

Since a long time ago, simulation has been used by human and even
animal to train their young ones for adaptation with their environment. At
first, chess was assumed as the original form of the war game later on it
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developed into more serious and sophisticated military game to train new
soldiers.

The simulation technique has been applied successfully in the last

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

MECHANISMS AND STEPS IN SIMULATION

Simulation play with a useful real life language use can make the
students learn and develop ideas about the world. It helps them build the
skills necessary for critical thinking and leadership. Its how they learn to
solve problems and to feel good about their ability to learn.

The implementation of simulated teaching in the classroom can

employ several steps which was recommended by Ned Flanders
(Chauhan, 1979: 122)

1. The teacher should assign all students to participate.

2. The teacher should prepare the simulated teaching material.
3. The teacher should determine the sequence of the group
performance
4. The teacher should evaluate the students performance and give
some comments for the students after the performance.
5. The teacher should manage the whole process of the students
performance
6. The teacher should do a reflection to the learning activity which has
done.

EDUCATIONAL GAMES

Educational games are games that have been specifically designed to

teach people about a certain subject, expand concepts, reinforce
development, understand an historical event or culture, or assist them in
learning a skill as they play.
(http://en.wikipedia.org/wiki/educational_games, accessed September
2008)

Games can provide a context for learning, opportunities for inquiry and
framework for collaboration and games help students to develop key
learning skills such as: cognitive processing, logical thinking and
independent decision making.

Role play games enable student to take an imaginative leap out of the
limited classroom. It provides a useful real life language use. Situation
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that students are probably to meet when using English in the real world
can be simulated. Role playing / simulation is an extremely valuable
method for L2 learning. It encourages thinking and creativity, let students
to develop and practice new language and behavioral skills in a relatively
nonthreatening setting, and can create the motivation and involvement
necessary for learning to occur.

THE ROLES OF TEACHER IN SIMULATED TEACHING

Chauchan ( 1979 : 125 ) stated that in a gaming situation the teacher

should behave like a consultant, a referee, or both. At first, The teachers
introduce the game to the students , during the games the teacher acts
as a consultant to those who need assistance in interpreting the rules or in
making move s in the game. Finally, after the game end the teacher can
discuss all about the game process with the students.

Teachers role in simulated game can also be concluded as quote from

Jones (1982), "...the teacher becomes the Controller, and controls the
event in the same way as a traffic controller, helping the flow of traffic and
avoiding bottlenecks, but not telling individuals which way to go." Again,
this is consistent with Scarcella and Oxford's (1992) principles. Rather than a
traditional, teacher- centered classroom structure, the teacher keeps a
relatively low profile and students are free to interact with each other
spontaneously. This reduces student anxiety and facilitates learning.

The teacher must take on some additional responsibilities in role

playing/simulation. In particular, the teacher must keep learners
motivated by stimulating their curiosity and keeping the material relevant,
creating a "tension to learn" (Burns and Gentry, 1998).

(Http://iteslj.org/techniques/Tompkins-roleplaying.html, accessed September 2008)

THE ADVANTAGES OF INSTRUCTIONAL SIMULATION

1. Motivational Advantages

Games are engaging and motivating approach to students. It gets

them involved and holds their attention longer. Children usually
learn and retain more knowledge using role play.

2. Removal of Student teacher Polarization

Students actually engage in the learning process rather than

passive receiver of knowledge
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3. Simulation as a Universal Behavioral Mode

Children learn the most from play when they have skilled teachers
who are well-trained in understanding how play contributes to
learning.

4. Gains Related to Relevance and Learning

Games provide a safe artificial environment within which learners

with low self esteem learners may feel more inclined to explore,
investigate and express themselves.

5. Decision making

It is similar to the real life experience; the problems that students

will be found in the real life can be stimulated. So, the students try
to solve the problem and make a decision from among alternatives
to achieve a particular object.

6. Role Awareness

Many games enable players to embody different characters thus

helping to breed attitudes of tolerance and understanding.

7. An Interdisciplinary View

Simulation provides a valuable link between activities within the

classroom and life outside school. Such a connection will help to
make students to have better understanding to see the world in
different perspective.

8. Dynamic Framework

Games can be used to teach content that it is very difficult to teach

in the classroom. Simulation offers different technique from the
others it can deliver all kind of issues which can not be limited by
time perspectives.

9. Bridging the Gap to Reality

Simulation help teacher to connect the teaching material to the

students real world and encourage the students to make a relation
between the knowledge that they have already had with the
application in their life as a member of society.

10. Gestalt Communication

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The power of simulations is to transpose the normal classroom into

an authentic setting where language skills can be evaluated under
more realistic conditions. It prepares students to be able to face the
complexity in the real world.

CONCLUSION

Simulated teaching is an innovative approach because students

engage in genuine communication in playing their roles. Active
involvement stems from participation in worthwhile, absorbing interaction
which tends to make students forget they are learning a new language.
Students have the opportunity to try out new behaviors in a safe
environment, which helps them develop long term motivation to master
an additional language. In addition to encouraging genuine
communication, active involvement, and a positive attitude, the simulated
"real life" problems help students develop their critical thinking and
problem solving skills.

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

integrated with other language learning activities, given the preparation
and care which is required in any language learning method, and adapted
to student needs and level. If these guidelines are followed, it can be a
rewarding experience for both the students and teacher.

REFERENCIES

Chauchan, S.S.1979.Innovations in Teaching-Learning Process. Vikas

Publishing House.PVT LTD, New Delhi.

Tomkins, K.Patricia.1998.Role Playing/Simulation.TESL Journal, Vol.IV No.8

Available at http://iteslj.org/techniques/Tompkins-roleplaying.html

-------------------------- 2008.Educational Games.Wikipedia.Available at

http://en.wikipedia.org/wiki/educational_games

--------------------------- 2008.Learning Theory: Constructivism.Wikipedia.

Available at http://en.wikipedia.org/wiki/constructivism
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