The Effectiveness of Using Role Play Method in Enhancing English Speaking Skills of Junior High School Students
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
This research aims to examine the effectiveness of the role play method in enhancing English language learning, particularly speaking skills, among junior high school students. The study was conducted using a quasi-experimental design involving two groups: an experimental group taught using the role play method and a control group taught through conventional methods. Data were collected through pre-tests and post-tests, classroom observations, and student questionnaires. The results showed that the experimental group demonstrated significant improvement in their speaking abilities, including fluency, vocabulary, pronunciation, and confidence, compared to the control group. Additionally, classroom observations revealed higher levels of student engagement, participation, and enthusiasm during role play sessions. Feedback from students also indicated that they found role play to be an enjoyable and effective way to practice English in meaningful, real-life contexts. The findings support the use of role play as a student-centered teaching method that not only improves language competence but also encourages active learning and reduces anxiety in the language classroom. This research contributes to the growing body of literature supporting communicative and experiential approaches in English language teaching and recommends that educators incorporate role play into their teaching practices to enhance student outcomes in English learning.
##plugins.themes.bootstrap3.article.details##
Aliakbari, M., & Jamalvandi, B. (2010). The Impact of" Role Play" on Fostering EFL Learners’ Speaking Ability: A Task-Based Approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15–29.
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387–401.
Borich, G. D. (2016). Observation skills for effective teaching: Research-based practice. Routledge.
Brandl, K. (2008). Communicative language teaching in action. Upper Saddle River, NJ.
Efendi, Z. (2017). Improving Students’ Ability In Writing English Teaching By Using Portfolio Assessment (An Experimental Study At SMKN 1 Blangpidie). Getsempena English Education Journal, 4(2), 217643.
Fulcher, G. (2014). Testing second language speaking. Routledge.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International Journal of Linguistics, Literature and Culture, 4(3), 1–14.
Harrigan, P., & Wardrip-Fruin, N. (2010). Second person: Role-playing and story in games and playable media. MIT press.
Hasan, A. A. A. (2014). The effect of using task-based learning in teaching English on the oral performance of the secondary school students. International Interdisciplinary Journal of Education, 3(2), 250–264.
Jondeya, R. S. (2011). The effectiveness of using information gap on developing speaking skills for the eighth graders in Gaza Governorate schools. Unpublished Dissertation. Gaza: Al-Azhar University.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11), 1–6.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports, 6(1), 40–41.
Lee, L. (2002). Enhancing learners’ communication skills through synchronous electronic interaction and task‐based instruction. Foreign Language Annals, 35(1), 16–24.
Li, X. (2011). Communicative language teaching in current chinese colleges and universities. East Tennessee State University.
Maloy, R. W., & LaRoche, I. (2010). Student-centered teaching methods in the history classroom: Ideas, issues, and insights for new teachers. Social Studies Research and Practice, 5(3), 46–61.
McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24, 279–294.
Meerbaum-Salant, O., Armoni, M., & Ben-Ari, M. (2010). Learning computer science concepts with scratch. Proceedings of the Sixth International Workshop on Computing Education Research, 69–76.
Musikhin, I. A. (2016). English for specific purposes: Teaching English for science and technology. ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 3, 29–35.
Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227–238.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65–79.
Richards, J. C. (2005). Communicative language teaching today. SEAMEO Regional Language Centre Singapore.
Samsibar, S., & Naro, W. (2018). THE EFFECTIVENESS OF ROLE PLAY METHOD TOWARD STUDENTS’MOTIVATION IN ENGLISH CONVERSATION. ETERNAL (English, Teaching, Learning, and Research Journal), 4(1), 107–116.
Stevens, R. (2015). Role-play and student engagement: reflections from the classroom. Teaching in Higher Education, 20(5), 481–492.
Stratton, S. J. (2019). Quasi-experimental design (pre-test and post-test studies) in prehospital and disaster research. Prehospital and Disaster Medicine, 34(6), 573–574.
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511–535.
Yaman, I. (2014). EFL Students’ Attitudes towards the Development of Speaking Skills via Project-Based Learning: An Omnipresent Learning Perspective. Online Submission.
Yen, Y.-C., Hou, H.-T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning, 28(5), 383–406.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.