The Implementation of Role Play Method In Speaking Learning at Sixth Grade Students of SDIT El-Haq Sidoarjo

Abstract

This pre-experimental study investigates the effectiveness of the role play method in  enhancing  speaking  skills  among  sixth-grade  students  at  SDIT  El  Haq Sidoarjo, Indonesia, where traditional teaching often limits oral practice. Using a one-group  pretest-posttest  design,  data  were  collected  from  25  students  (aged 11-12) through validated speaking performance assessments before and after six 45-minute  sessions  of  role  play  activities  focused  on  everyday  scenarios  like shopping, school dialogues, and family interactions. Pretest mean score was 62.4 
(SD=8.2, range 48-75), improving significantly to posttest mean of 81.6 (SD=6.5, range  70-92),  with  t-value=7.45  (p<0.001,  Cohen's  d=1.52),  indicating substantial gains in fluency (25%), pronunciation (20%), vocabulary, grammar, and  interaction,  alongside  reduced  speaking  anxiety.  Role  play  fostered interactive practice through pair/group activities with teacher modeling and peer feedback, aligning with communicative language teaching principles suitable for resource-limited  elementary  EFL  contexts  in  Indonesia.  Findings  suggest  role play  as  a  practical,  engaging  tool  for  Indonesian  primary  schools,  with
implications  for  teacher  training  programs  to  incorporate  culturally  adapted interactive  strategies  and  future  quasi-experimental  studies  for  broader validation