ROLE PLAY ACTIVITIES FOR ISLAMIC JUNIOR HIGH SCHOOL LEARNERS IN IMPROVING ENGLISH SPEAKING SKILLS.

Rindu Amelia Putry, Muhammad Rafi’i

Abstract


English speaking skill is widely regarded as a crucial component of communicative
competence; however, it remains one of the most challenging skills for learners in English as a
Foreign Language (EFL) contexts. This challenge is particularly evident among students in
Islamic junior high schools, where limited exposure to English, high levels of speaking anxiety,
and teacher-centered instructional practices often hinder oral language development. At the
same time, English instruction in Islamic educational institutions is expected not only to improve
linguistic proficiency but also to support the moral and character development of learners in
accordance with Islamic values. This study aims to investigate the effectiveness of role-play
activities in improving English speaking skills among Islamic junior high school learners by
integrating communicative language teaching principles with Islamic educational values.
Employing a quasi-experimental classroom-based research design, the study involved 30 eighth-
grade students who participated in structured role-play activities over an eight-week
instructional period. Data were collected through pre-test and post-test speaking performance
assessments, systematic classroom observations, and student reflection questionnaires. Students’
speaking performance was evaluated in terms of fluency, accuracy, pronunciation, and speaking
confidence. The findings reveal a substantial improvement in students’ overall speaking
performance following the implementation of role-play activities. The most significant gains
were observed in speaking fluency and confidence, indicating that students became more willing
to express ideas orally and participate actively in classroom interactions. Qualitative data
further demonstrate that role-play activities reduced learners’ speaking anxiety and fostered a
positive learning environment, particularly when the scenarios were designed to reflect
culturally and religiously appropriate situations emphasizing respectful communication (adab
al-kalam), cooperation (ukhuwah), and moral conduct (akhlaq). The study concludes that role-
play activities are an effective pedagogical strategy for enhancing English speaking skills in
Islamic junior high school contexts. By combining meaningful communicative practice with
value-based education, role-play supports both linguistic development and the holistic goals of
Islamic education. The findings suggest that English teachers in Islamic schools should integrate
role-play activities as a core component of speaking instruction to promote communicative
competence and ethical communication simultaneously.


Full Text:

PDF

References


Brown, H. D. (2019). Principles of language learning and teaching (7th ed.). Pearson Education.

Bygate, M. (2018). Speaking. Oxford University Press.

Cameron, L. (2020). Teaching languages to young learners. Cambridge University Press.

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Harmer, J. (2015). How to teach English (2nd ed.). Longman.

Larsen-Freeman, D., & Anderson, M. (2016). Techniques and principles in language teaching

(3rd ed.). Oxford University Press.

Littlewood, W. (2014). Communicative language teaching. Cambridge University Press.

Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. Routledge.

Richards, J. C. (2017). Teaching listening and speaking: From theory to practice. Cambridge

University Press.

Savignon, S. J. (2018). Communicative competence. Yale University Press.

Thornbury, S. (2016). How to teach speaking. Pearson Education.

Ur, P. (2019). A course in language teaching: Practice and theory. Cambridge University Press.

Zainuddin, M., Hasan, R., & Rahman, A. (2021). Integrating Islamic values in EFL speaking

instruction. Journal of Islamic Education Studies, 9(2), 123–138.

Zubaidah, S., & Mulyadi, D. (2022). Role-play activities and students’ speaking confidence in

EFL classrooms. International Journal of Language Education, 6(1), 45–58.

Zulkifli, M., & Rahman, F. (2023). Value-based communicative language teaching in Islamic

secondary schools. Asian EFL Journal, 27(4), 89–105.


Refbacks

  • There are currently no refbacks.