IMPROVING SPEAKING SKILL THROUGH ROLE-PLAYING METHOD FOR SEVENTH GRADE STUDENTS AT MTS MA’ARIF 29 LINGGAPURA
DOI:
https://doi.org/10.31851/0ch7pk19Keywords:
Speaking skill, Role-playing method, English learning, Junior High School, Classroom Action ResearchAbstract
This study investigated the implementation of the role-playing method and its effectiveness in improving the speaking skills of seventh-grade students at MTs Ma'arif 29 Linggapura. The research focused on two communicative topics, namely self-introduction and describing daily activities. A Classroom Action Research design was employed through two cycles involving planning, implementation, observation, and reflection. Nineteen students participated in the study. Data were collected using observation sheets, speaking performance tests, and documentation, and analyzed by comparing students' mean scores and learning mastery across the research cycles. The findings demonstrated a steady improvement in students' speaking achievement. The average score increased from 64.47 in the pre-cycle to 75.78 in Cycle I and reached 80.00 in Cycle II. Learning mastery also improved significantly, rising from 36.8% to 89.5%. Classroom observations further indicated greater confidence, active participation, and motivation among students during speaking activities. These results suggest that role-playing is an effective and practical strategy for enhancing English-speaking competence, particularly in schools with limited educational resources. The study provides empirical evidence that interaction-based learning can improve both communicative performance and learners' confidence without requiring advanced technology or extensive instructional media.
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