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.
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