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The pre-experimental study involves 34 grade XI Science-3 students at SMAN 1 Cisarua, Bandung Barat. After 16 hours of treatment across two-hour meetings, students complete pre-test and post-test speaking assessments. Data analysis shows a substantial improvement after role play, supported by p-value 0.000 (≤ 0.05), with gain measured at 0.377.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/role-playing-improves-speaking-proficiency-skills-abstract-and-study-findings/589247/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/role-playing-improves-speaking-proficiency-skills-abstract-and-study-findings/589247.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on role play?","Question",{"text":112,"@type":113},"The study aims to determine whether the role play technique improves students’ speaking skills, particularly for grade XI learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and how long was the treatment?",{"text":117,"@type":113},"It used a pre-experimental design with 34 grade XI Science-3 students. Students received role play treatment for 16 hours, organized into two-hour meetings, followed by pre-test and post-test.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence indicates role play improved speaking proficiency?",{"text":121,"@type":113},"After analysis, the study reports a p-value of 0.000 with significance against α = 0.05 (Ha accepted, Ho rejected). Speaking scores increased from 42.08% to 62.6%, with gain of 0.377.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589247,1792251814,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Role-Playing Improves Speaking Proficiency Skills  \nCaroline V. Katemba1 & Ruth M. Grace2  \n[ctobing@unai.edu](ctobing@unai.edu)  \nUniversitas Advent Indonesia  \nDOI: 10.35974/acuity.v8i2.3153  \nAbstract  \nThe goal of this research is to determine whether the Role Play Technique may improve students' speaking skills, particularly in grade XI. The study was carried out at SMAN 1 Cisarua, Bandung Barat, with 34 students from grade XI Science-3 serving as the sample. This is a pre-experimental study. After 16 hours of treatment (two hours per meeting utilizing the Role Play technique), the students were given a pre-test and a post-test. After analyzing the data, it was discovered that there is a substantial difference in enhancing students' speaking skills following therapy with the Role Play Technique. Based on the interpretation of the data analyzed it was found that the p-value is 0.000 (Sig.) ≤ α (0.05) then Ha is accepted and Ho is rejected. The pre-test score is 42,08 % and the post-test score is 62,6 %. And the gain is 0,377. It is recommended to keep motivating the students to use the roleplay properly in the future to improve their English speaking skills.  \nKeywords: Speaking Skills, Role Play Technique, pre-experimental  \nBackground of the study  \nEnglish is regarded as an international language. Speaking in English is an important aspect of foreign language learning and instruction because it is an action used to communicate with others. Nowadays, practically every school requires the purpose of teaching speaking, which enhances students' communicative abilities, because students must be able to employ speaking skills in their daily lives.  \nSpeaking is an interactive process of meaning construction that comprises information production, reception, and processing. Students should be able to communicate in English so that they can work together. To develop the ability to talk, teachers can focus on encouraging kids to speak up while they are involved in a speaking activity in the classroom. Speaking isone of the macro skills of languages that refers to the ability to carry out spoken communication activities such as conversations, dialogue, monologue, newscasting, and soon. (Hakim, 2016)  \nAccording to Fabio (2015), the concerns were discovered because pupils are not active in the practice of speaking because there are little opportunities to do so. Some issues made it challenging for the pupils to communicate in English. Shyness, lack of selfconfidence, fear of others' judgment, laziness, and so on are examples. In every chat or discussion in the speaking lesson, they are generally passive. They are often bashful and  \nafraid to respond to the teacher's questions. This can happen if they are unconfident and lack motivation in every speaking activity. Students also appeared to use their first language the majority of the time, making little or no attempt to improve their English Speaking skills. They were also embarrassed to talk in front of their classmates, displaying anger, bother, and lack of participation.  \nAccording to Katemba (2016), Indonesians enjoy talking. Students will feel more confident if they can communicate interactively on a regular basis. The English instructor is the one who can make the classroom more interactive. Most teachers struggle with encouraging students to speak properly and confidently in class.  \nAccording to Fitriati (2016), in Indonesia, several evidence demonstrate that most students find it difficult to explain their ideas in English orally. Furthermore, Heriansyah (2012) discovered that students in the English Department make a lot of mistakes when speaking. Pronunciation faults (word stress and intonation) are among the mistakes.  \nMany ways have been used and developed to solve this challenge, and role play is oneof them. Siregar (2017) defines interactive drama as a sort of deconstructed play that uses the Environmental Theatre paradigm of blending venues for audience and actor ","cbCaiiDo78h9cVcQ","https://ap.wps.com/l/cbCaiiDo78h9cVcQ","pdf",429005,25,"English","# Background of the study\n# Literature Review\n## Speaking\n## Pronunciation","[{\"question\":\"What is the purpose of the study on role play?\",\"answer\":\"The study aims to determine whether the role play technique improves students’ speaking skills, particularly for grade XI learners.\"},{\"question\":\"How was the research conducted and how long was the treatment?\",\"answer\":\"It used a pre-experimental design with 34 grade XI Science-3 students. Students received role play treatment for 16 hours, organized into two-hour meetings, followed by pre-test and post-test.\"},{\"question\":\"What evidence indicates role play improved speaking proficiency?\",\"answer\":\"After analysis, the study reports a p-value of 0.000 with significance against α = 0.05 (Ha accepted, Ho rejected). Speaking scores increased from 42.08% to 62.6%, with gain of 0.377.\"}]","Role-Playing Improves Speaking Proficiency Skills - Abstract and Study Findings | PDF",1792066829,63]