Innovation of the republic of uzbekistan termiz state university the faculty of english philology

II CHAPTER. IMPLEMENTING SIMULATION
Using simulations for a basic level class, it is a good idea to use or create simple simulations with less complicated processes. Proposes four-part structure in implementing a simulation.
1. Preparation a. In preparation, the teacher ensure the students familiarity and confidence with interactive learning. For some children, meeting new friend, new environment can be a scary thing. So the teacher must have a good way to make the students feel confident to interact with other friends. b. Assessing students' needs, interests, and abilities. To assess the students’ need and interest, a teacher can observe what do they usually want and do in the classroom or a teacher can ask what they want to do in the classroom. Spontaneously they will answer honestly. c. After knowing the students’ need and interest, the teacher selects or writes the simulation d. Then the last step in preparation is organizing the room and gathering resources. As it is discussed above that simulation uses real-world setting, so the room or class must be completed with some media or tools which support the activity.
Introduction a. Information input: tasks, roles, background. In determining the task, a teacher must consider several things, one of them is identifying the target of the task itself. In this case a good task is a task that can provide opportunity for students to develop their language skills relevant to their real world needs⁵. In this step the students were briefed about the task of what they should do in simulation Different activities in a simulation creates a different role for each student. in a simulation, a teacher must determine which role will be played by the students. So, explanation of the role to be performed is very important to the students so that the purpose of a simulation can be achieved Then, the teacher gives some information about the condition and situation in the simulation b. learners engage in information collection tasks Students’ engagement in information collection task is very important in order to understand what they will do and further their engagement will make them become independent learners c. Language input: useful lexis, structures, genres, etc. Before starting the simulation, the teacher should also provide language input that is related to what they will need to interact, such as a list of vocabulary or expression because of their limitations in the mastery of vocabulary and phrases used in a particular topic 3. Activity after entering the stage of activity, a teacher can have multiple roles depending on the planned activities. a teacher may be the observer of the performance of their students, or a teacher can also participate actively involved in the simulation in other words, teachers also play a role in the simulation.
The role of a teacher is also determined by the model of student learning, whether students perform simulations in the form of small groups or large groups or even individuals. Therefore the determination of the main activities in the simulation becomes very important, because the success or failure of the simulation depends on whether the activities designed by teachers d. Debriefing is essential element of simulation. The teacher helps students understand the exercise, review the language used, and build on weaknesses.
Debriefing after simulation activities is very important. Debriefing is not just summing up the event; in fact, it is the most critical stage of the simulation process. states “for the basic level learners, the teacher may have to help them to explain what they did and why by asking questions like “What was your role?”, “Where did you go?”, “What did you want to do/buy/ask ?”, ‘Why did you do that?”, etc. since they may not be able to explain fully in the target language.” Warrick, noted that the "debriefing phase is an intentional and important process that is designed to synergize, strengthen and transfer learning from an experiential learning exercise". They further defined the objectives of debriefing as follows:
1. Identification of the different perceptions and attitudes that have occurred
2. Linking the exercise to specific theory or content and skill-building techniques.
3. Development of a common set of experiences for further thought.
4. Opportunity to receive feedback on the nature of one's involvement, behavior, and decision making.
5. Reestablishment of the desired classroom climate, such as regaining trust, comfort, and purposefulness.
The researcher observed the natural behaviour and the activities in the setting. All the feedback collected were for the purpose to gather information from the respondents of study. A model is deterministic if its behavior is entirely predictable. Given a set of inputs, the model will result in a unique set of outputs. A model is stochastic if it has random variables as inputs, and consequently also its outputs are random