INTERNATIONAL JOURNAL OF CONTEMPORARY STUDIES IN EDUCATION

VOL. 02 NO. 03 (2023) 176-182

© 2023 by Edupedia Publisher is licensed under CC BY 4.0

IJCSE
https://journals.eduped.org/index.php/ijcse
E-ISSN 2963-0282
P-ISSN 2963-5993

Role Play Technique to Improve Students' Speaking Skills

Ratih Henisah1*, Margana2, Reliska Yulita Putri3 Humaira Sharmin Khan4

1,2,3 Faculty of Languages, Arts, and Cultures, Yogyakarta State University

4Department of Applied Languages and Culture Bangladesh University of Health Sciences, Dhaka,
Bangladesh

*Corresponding Author

DOI: https://doi.org/10.56855/ijcse. v2i3.618

Received June 02, 2023; Accepted July 20, 2023; Available online November 20, 2023

Abstract: This study aims to investigate the use of role-play in teaching speaking skills and to improve the
quality of teaching English to students who need to be addressed. This study focuses on implementing
role play in the first grade of vocational high school pupils because it can make learning enjoyable and
stress-free. Also, it is quite memorable. Implementing role play as a form of active learning will positively
affect the success of instruction because it motivates students. Using this method to teach speaking
aspects of a language results in students who are highly motivated and enthusiastic about learning the
language. The data was gathered based on observation, interview and questionnaire survey. The steps
involved in implementing the role-play method in a speaking class are as follows: determining the topic
for discussion, selecting the situation and writing the dialogue, teaching the dialogue, rehearsing the
dialogue, modifying the situation and dialogue, and presenting the dialogue in front of the class.
According to research findings and expert opinions, role play effectively enhances students' speaking skills.

Keywords: Role-Play Technique, Speaking skills, Vocational high school

1. Introduction
Speaking ability is one of the essential fundamental English skills to acquire. EFL students must acquire
speaking skills to communicate effectively in an era in which English is the dominant language. According to
Luoma (2004), speaking ability becomes a crucial component of the curriculum for language instruction.
As a result of infrequent practice, many pupils struggle to master their speaking skills. Occasionally, the
instructor will only have learners read the dialogue when they require an engaging technique to encourage
them to speak English. In addition, learners lack the confidence to speak English. When the researcher
conducted an observation at SMK Perindustrian Yogyakarta, the researcher also encountered these challenges.
Therefore, instructors should employ one of several efficient methods of instruction that can motivate pupils
to learn to speak. Several learners could not speak English, and they found it odd when someone spoke English
in front of them, even though the words used were common.
Hariyadi and Zamzami (1996/1997:13) speak on in essence it is a process of communication, because in it
occurs messages from one source to another. From the understanding that has been It can be concluded that
*Corresponding author: ratihhenisah.2021@student.uny.ac.id
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speaking is a process for expressing, express, and conveying ideas, thoughts, ideas, or fill your heart with others
by using spoken language that can is understood by others.
Burhan Nurgiyantoro (2001: 276) speaking is a language activity. The second thing that humans do in
language life, is, after listening activity. Based on the sounds heard, humans learn to pronounce and eventually
become skilled in speaking.
Speaking is defined as the ability to pronounce sounds articulations or words to express, express and
convey thoughts, ideas, and feelings (Tarigan, 2008: 14). Get It is said that speaking is a system of signs that
can be Audible and Visible which utilize a number of the muscle of the human body for the purpose and
purpose of ideas or ideas that Combined. Speaking is a form of human behavior that utilizes physical,
psychological, neurological, semantic, and linguistics
This phenomenon results from an English instructor who fails to foster an environment where English is
spoken. They do not provide opportunities for pupils to convey their emotions through communication. They
instruct and elucidate the English phrases and everyday expressions but do not give pupils much time for
practice. According to Nation and Newton (2009), without opportunities to re-use and interconnect the
language they have studied, pupils' comprehension of the language may never develop into the ability to use
it. Therefore, the instructor should find a different teaching approach to engage the pupils in practice. Pupils
do not know how to use the expression in real-world situations due to certain circumstances. Therefore, the
ability of learners to speak will not be exposed and will not grow.
However, over the past few months, instructors at that school have attempted to use a role-playing
approach to encourage students to speak English to make them more acquainted with the language.
According to Sellers (2002), role play is an innovative instructional method in which students assume the roles
of others. A role play is a fun teaching technique for learning to speak in which learners assume another
person's character. Duxbury and Ling (2010) sated that using role play, educators should motivate students to
perform as well as possible while avoiding instructor interference. Therefore, the aims of this research are to
investigate and to identify effects of role-play technique in teaching speaking skills and to improve the quality
of teaching English to students who need to be addressed.

1.1 LITERATURE REVIEW

1.1.1 Speaking Skill
One of the main purposes of learning English is being able to communicate orally to express ideas, feelings
and sharing information. Students' speaking ability will not develop by themself, but they need an appropriate
way. Thus, the students are able to interact with others. Purnawati et al (2015) stated that components of
speaking that students should master are accuracy and fluency. Accuracy refers to the correct use of language
in terms of grammar, vocabulary and pronunciation. Meanwhile, fluency is the ability to convey a language at
a continuous speed.
Generally speaking, problems of the students are related to anxiety of making mistakes and feeling a lack
of linguistic or verbal resources for solving the given task. To promote speaking confidence, teachers should
play a significant role in speaking. Zhang (2009) mentioned that the appropriate task design was
recommended for the English skills development included frequent listening to English materials such as
listening to music, watching movies, listening to the radio, watching television programs and accessing
multimedia websites.
Practically speaking English might be supported by classroom interaction. An active classroom interaction
enhances speaking skills through verbal exchanges between learners and teachers. It means that speaking skill
requires students to activate their speaking skills since speaking skills require practice and exposure. Rahman
et al (2015) determined in order to improve the speaking ability of students, several strategies should be
applied: developing students’ confidence through verbal classroom interaction, awarding students for
encouragement and arranging various activities and balance in the courses with respect to literature and
language.

1.1.2 Role-Play Technique

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Regarding the practice of speaking skills, teachers are required to apply appropriate techniques which
emphasize verbal tasks focusing on meaning rather than language structure. Rahman et al (2015) argued that
a role play technique might be a short-cut way of identifying, recognizing and labelling a set of appearances
and behaviours. It is supposed to express the norms of a group and social skills to deal with an individual or
group. Lowenstein (2016) defined role play as a dramatic technique that encourages participants to improvise
behaviours illustrating the expected actions of persons involved in defined situations. In addition, Holt and
Kysilka (2006) explained that role play will show the impact of students' actions and behaviour changes in
accordance with their surroundings. In a role-play practice, students have to be responsible for their roles and
expand their outcome as much as they find themselves in order for imitation to take place.
In accordance with the process of role-play implementation, Mitchell (1997) confirmed that it relies on
four factors: observation, reflection, interaction and planning. It means that teachers guide the role play
implementation and establish an environment of a class where students have authentic activities and real-life
communication that improve speaking skills. The dialogue of role-play is an informal speech in which most
students know the skill to participate in dialogues as a favourable aim of learning a language. Blatner (2009)
in his research said that role play techniques can specify or assess how students act when they face a situation
that needs to be solved. In part in a role play, teachers might be called semi-controlled and students should
understand the main procedures of tasks as semi-scripted role play.
The function of scripts might be the keywords of dialogues. Keywords and information or contexts and
aims in less controlled and structured tasks, in this type, students establish mini conversations based on
keywords mentioned above, and materials or contexts are simply as filling gaps (Pi-Chong, 1990). In the part
of preparing or arranging the scripts, students work collaboratively to build on their opinions and thoughts
and establish language on their level, acting out in some situations based on their understanding. However,
for advanced students non-scripted role play can be practical in a free and spontaneous way.

1.1.3 Factors Affecting Students Speaking Skills

Age is one of the most contentious issues in language teaching theory because it dictates the success or failure
of foreign language acquisition. According to Scarcella and Oxford (1992), adult students do not appear to
have the same language-specific inherent endowment or propensity as children for acquiring fluency and
naturalness in spoken language. Concerning affective factors, younger children are less fearful because they
are less cognizant of language forms and the possibility of making errors. In contrast, adults' attempts to speak
a foreign language are frequently fraught with embarrassment (Brown, 2000).
While affective factors, Thornbury (2005) states that affective factors include emotions toward the topic
and/or participants and self-consciousness, the affective domain is the dynamic aspect of human behaviour.
It can be contrasted with the cognitive domain, according to Brown (2000). The development of affective states
or feelings is influenced by numerous personality factors, including how we feel about ourselves and others
with whom we interact.
According to Brown (2000), the affective factors associated with acquiring a second or foreign language
include motivation, attitude, anxiety, etc. These factors are referred to as "psychological characteristics," and
the most attention is paid to motivation and attitudes (Gardner & Lambert, 1972). Numerous studies have
shown that motivation and attitudes are significantly related to language learning success. Littlewood (1991)
states that "the development of communicative skills can only occur if learners are motivated and given a
chance to express their own identity. In fact, according to Brown (2000), it is simple to presume that success in
any endeavour is due solely to a person's "motivation." Concerning anxiety, it plays a crucial role in second
language acquisition. Littlewood (1991) asserts that it is simple for a foreign language classroom to generate
apprehension. There are two categories of anxiety that affect the process: incapacitating (or detrimental) and
facilitating (or beneficial). Nervousness is frequently a symptom of facilitative anxiety, which is just enough
tension to get the task done. Brown (2000) concludes that "both too much anxiety and too little anxiety may
hinder the process of successful second language learning”.

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2. METHODOLOGY
This study is a descriptive qualitative design. This study was carried out at SMK Perindustrian Yogyakarta. The
subject of this study is an English instructor, and one tenth-grade class at SMK Perindustrian Yogyakarta
consists of 18 pupils. Using a technique of purposive sampling, a sample is drawn for the research. The scholar
collects data using an observation checklist, interview guidelines, and questionnaires. The author employs
descriptive analysis based on the procedures suggested by Miles et al. (2014), which include four steps: data
acquisition, data condensation, data display, and conclusion drawing.

3. FINDING AND DISCUSSION

3.1 The Implementation of Role Play
The researcher identified through observation that the quality of role-play was high. The implementation of
role play conformed to the characteristics of a good role play and guidelines for success with role play, which
state that role play should be based on a familiar situation, should enable pupils to speak naturally and
encourage students' creativity. Simple Role Play was the variety of role-play utilized in this class. The researcher
discovered that the role-play was conducted by having the pupils perform a previously made-up play. Under
this condition, the lecturer instructed groups of no more than five or four pupils to select a topic to present at
the subsequent meeting.
Additionally, the pupils were required to create their own script, costumes, and supporting devices.
Occasionally, the instructor assigned a topic but allowed pupils to choose independently. However, only one
group could perform on the same subject. The scholar also discovered from this observation that pupils
relished learning speaking through role play. The pupils were permitted to interact freely with their peers. Even
though they used a combination of Indonesian and English in the performance of their play, they were also
very inventive in creating accessories, scripts, and sound effects for it. Occasionally, when they had trouble
locating certain English words for their conversation, they automatically substituted Indonesian words.

3.2 Factors Affecting Teachers Using Role Play Techniques

The instructor identified pupils' poor pronunciation, which caused them to struggle to speak English, as the
greatest issue when responding to the question about the student's weaknesses in English speech. Many of
them acknowledged that insecurity affected the ability of pupils to communicate in the target language. In
addition, the instructor stated that pupils' vocabulary and grammar were issues when speaking English. This is
why pupils frequently use their native language to express their thoughts. In addition to psychological factors
such as shyness, anxiety, or fear of making errors and being criticized, instructors paid attention to students'
"lack of ideas" in communication when instructing English speaking ability.
Regarding the benefits of role-play in English language learning, the instructor concurred that role-play
was advantageous for learners because it simulated real-life scenarios. This made it easier for pupils to express
themselves. The instructor acknowledged that their pupils felt energized during role-play. Similarly, the
instructor concurred that role-play provided numerous opportunities for pupils to practice speaking English.
According to Ladousse (1992), role-play is one of the communicative techniques to encourage interaction in
the classroom. Therefore, the instructor believed that role-play could improve student interaction. In
conclusion, the instructor identified, to some extent, the effects of role-play on developing pupils' speaking
abilities.
Based on the results of the earlier studies, role play in the classroom improves the ability of learners to
speak by providing opportunities to practice English. It can pique pupils' curiosity and motivate them to
actively participate in the English classroom because the role-playing technique provides entertaining and
engaging activities and incorporates real-world scenarios.

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3.3 Student's Point of View on Role Playing Techniques in Improving Speaking Skills
Feedback from pupils is required for more in-depth analysis and comprehension of the role-play approach's
effect on learners' ability to speak. According to the questionnaire results, pupils responded positively to the
impact of role-play on their speaking performance for various reasons.
First, role play is a technique that helps pupils improve their speaking skills. Based on the questionnaire
results, pupils indicated that role play is an approach that can motivate them to communicate and that they
enjoy using it to practice their speaking. Ladousse (1995) states that role play employs various communicative
techniques, develops language fluency, encourages classroom interaction, and boosts motivation.
The second is the students' creativity can be enhanced through the use of role-play concerning speaking
proficient. According to survey results, role play allows students to feel free to play, innovate, and develop
their ideas. In addition, many pupils will be more creative and active in role-playing because the instructor
provides them with opportunities to investigate their actions. According to Duffy, as cited in Featherstone and
Cummings (2009), imaginative play allows children to investigate and represent actions, roles, relationships,
situations, and characters from various sources, narratives, and stories. It is also consistent with Hatting's (1993)
assertion that role play appears to be the optimal activity for encouraging pupils' innovative use of English in
a conversational setting. According to Tompkins (1998), role-playing/simulation is a highly effective method
for language acquisition. It encourages thinking and creativity, allows pupils to develop and practice new
language and behavioural skills in a relatively non-threatening environment, and can generate the necessary
motivation and engagement for learning to occur.
The third effect of role-play on speaking performance is Instead of decreasing confidence; role-playing
can boost it by providing more opportunities to express one's ideas. Based on the survey results given to
pupils, role-playing can improve pupils' self-confidence and enhance their speaking ability and classroom
performance. The provision of a mask to shy pupils may be of assistance. The nervous pupils will be allowed
to communicate and act like one another. They will be required to partake in class to feel no longer that their
personality is at stake. Pupils will comprehend what is expected of them as a result. This technique can help
numerous pupils overcome their shyness. Both the instructor and the pupils can share during this activity.
According to Ladousse (2009), role play can be a straightforward and quick preparation method. Because
pupils must communicate and act in front of the class, role-playing effectively boosts their self-confidence.
This finding is also supported by the research conducted by Altun (2015), which stated that role-play is a
method in which students are required to act out particular roles by saying, doing, and sharing.
The fourth impact of role-play on students' speaking performance is that it can boost learners' motivation.
As motivation is an internal drive that encourages pupils to attain their goals, role play is a strategy that
encourages learners to want to learn. This is consistent with a study conducted by Qashoa (2006). The study's
title is "Inspiring pupils to speak English through role play." The study's findings indicate that role play is an
effective learning technique. It increased the interest of the pupils to communicate. They could confidently
carry on a conversation and could enhance their vocabularies. According to Professor Kumaran (2017), pupils
who use a foreign language to participate in RP appreciate doing so. Participation enables pupils to
communicate freely and without apprehension in authentic settings, enhancing their foreign language
acquisition. The method of role-playing motivates pupils during the learning process. A more student-centered
learning environment was produced by role play. "Role-play is recognized as communicative language learning
because pupils actively participate in conversations" (Nunan, 2001).
Based on the previous finding, the fourth impact is that role-play allows pupils to actively partake in the
teaching and learning process. In other words, pupils contributed significantly to the teaching and learning
process by utilizing role play. All the pupils who participated in the role-playing activity said it made them
active. Following Ladousse (2004), role-playing is one method for assisting pupils in achieving their English-
speaking objectives; it is dynamic and enjoyable when used in the classroom and makes the teaching-learning
process more enjoyable. In conclusion, role-play is a teaching method that encourages pupil engagement
because data indicate that all students are engaged and active during the teaching and learning process in
class.

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4. CONCLUSIONS AND SUGGESTIONS

4.1 Conclusions
By analysing instructors' and pupils' responses to observation, interview, and survey questionnaires regarding
the benefits of role-play, the study has the positive effect of role-play on the improvement of pupils speaking
abilities. First, the role-play approach enhances the pupil's communication skills and active participation in the
teaching and learning process. Because sharing and discussion occur more frequently, the interaction between
instructors and pupils and among pupils becomes more vibrant. Second, role play indicates that this method
effectively enhances students' communication skills. This is based on their vocal performance, which effectively
met the success criteria and minimum score, and the pupils' active participation, which reached the minimum
standard.

4.2 Suggestions
4.2.1 The Pupils
The pupils should not fear committing errors. A few pupils view errors as a normal part of the learning
process, whereas most learners feel embarrassed when they make errors. If they are not overly
concerned with making errors, they will feel more secure and confident speaking English.
4.2.2 The instructors
Instructors of a second language must determine if strategies for maximising pupils' speaking time
are necessary. Instructors should permit dominant and nervous pupils to work together to share and
learn from one another. Moreover, in an English-speaking classroom, instructors typically discourage
pupils from using their mother tongue. Therefore, instructors should introduce manageable situations,
lest pupils resort to using their mother tongue.
4.2.3 Other Researcher
To other researchers, it is anticipated that role play can be used to educate skills other than speaking
ability.

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