RESEARCH PROPOSAL

THE EFFECTIVENESS OF ROLE-PLAYING IN ENHANCING

ENGLISH SPEAKING SKILLS AMONG TENTH GRADE
STUDENTS OF CLASS X-B AT A SENIOR HIGH SCHOOL IN
AMLAPURA

Lecturer: Dr. I Ketut Wiriawan, [Link]., [Link].

By:
Ni Ketut Raniasih
(223066)

ENGLISH STUDY PROGRAM

STKIP AGAMA HINDU AMLAPURA

Academic Year 2024/2025

 CHAPTER I
INTRODUCTION

1.1​ Background of the Study

In today’s globalization era, English speaking ability has become one of the
most crucial skills for students, particularly as they prepare for future academic or
career opportunities. However, in practice, many students still struggle to speak
English fluently and confidently. This issue is also observed in Class X-B at a
senior high school in Amlapura, where students tend to be passive during
speaking activities, lack self-confidence, and show limited vocabulary when
communicating in English.

One of the causes of this problem is the continued use of teacher-centered

learning methods that limit students’ active participation. As a result, students
become hesitant to speak, afraid of making mistakes, and dependent on their first
language. This condition demands an alternative teaching strategy that allows
students to be more engaged, expressive, and confident in using English.

Role-playing is an effective technique that can address these challenges. By

simulating real-life communication scenarios, role-playing provides students with
the opportunity to practice English in an interactive and enjoyable way. It helps
lower students’ anxiety, increase their confidence, and enrich their vocabulary
through contextual use. Role-playing encourages students to "learn by doing,"
which makes the learning experience more meaningful.

To solve the problems found in the classroom, this research uses the
Classroom Action Research (CAR) method, which consists of planning, action,
observation, and reflection.
 The aim of this study is to improve students’ English speaking skills,
particularly in terms of fluency, confidence, and vocabulary, by applying the
role-playing technique in Class X-B at a senior high school in Amlapura.

It is expected that the findings of this study will not only benefit the students
in Class X-B but also provide practical insights for English teachers seeking more
effective strategies to enhance speaking skills in EFL classrooms.

1.2​ Problem Statement

The main problem observed in Class X-B of a Senior High School in

Amlapura is the students’ lack of confidence and reluctance to speak English
during classroom activities. Despite having learned English for several years,
many students still hesitate to use the language orally. This issue stems from
several factors, including fear of making mistakes, limited vocabulary, low
self-esteem, and anxiety about being judged by peers.

These observations are in line with findings from a study conducted at a

senior high school in Jambi, Indonesia, which identified five major sources of
students’ English speaking anxiety: low speaking skills due to lack of vocabulary
and grammar, fear of negative responses from others, low self-esteem, fear of
being evaluated by teachers, and a teacher-centred learning environment. These
factors appear to be similarly present in the context of Class X-B.

Additionally, the current teaching approach in Class X-B tends to emphasize

grammar and written exercises, leaving minimal room for students to actively
practice speaking in meaningful and interactive contexts. As a result, students do
not develop the fluency or spontaneity required for real-life communication.
 Therefore, there is an urgent need to implement a more engaging and
supportive teaching technique—such as role-playing—that can boost students’
confidence and encourage them to speak more freely in English.

1.3​ Limitation of the Study

This study is limited to a small number of participants, namely the

tenth-grade students of Class X-B at a Senior High School in Amlapura. As the
research focuses only on a single class during the first semester of the 2025/2026
academic year, the results may not be representative of the entire student
population or applicable to different school settings.

The study concentrates specifically on three aspects of speaking: fluency,

vocabulary usage, and students’ confidence in oral communication. Other English
skills such as listening, reading, and writing are beyond the scope of this research.
In addition, external variables

In addition, external variables such as students’ prior English learning

experiences, motivation outside of school, or socioeconomic background are not
explored in depth.

Due to time constraints and the specific classroom context, prolonged

observation and repeated interventions were not feasible, which may limit the
richness of the data. Consequently, the findings should be interpreted with caution
and are not intended for generalization.

Nevertheless, the insights gained from this study may offer practical
implications for English teachers facing similar challenges and seeking interactive
strategies like role-playing to enhance students’ speaking performance.
1.4​ Research Question

1.​ How effective is the role-playing technique in enhancing the speaking

skills of tenth-grade EFL students in Class X-B of a Senior High School
in Amlapura?
2.​ What aspects of speaking (fluency, accuracy, vocabulary,
pronunciation) are most improved after using the role-playing technique
in Class X-B?

These questions aim to uncover not only the overall impact of the technique
but also to identify which specific areas of speaking benefit the most from its
application. By answering these questions, the study seeks to provide practical
insights for improving speaking instruction through interactive and
student-centered approaches.

1.5​ Objective of the Study

1.​ To describe the improvement of the speaking skills of tenth-grade EFL

students in Class X-B after being taught through the role-playing
technique.
2.​ To identify which aspects of speaking (fluency, accuracy, vocabulary,
and pronunciation) show the most significant improvement after the
implementation of role-playing.

By achieving these objectives, the study is expected to offer useful

recommendations for English teachers seeking to improve students’ speaking
ability through more interactive and engaging classroom techniques.
1.6​ Significance of the Study

This study is expected to be beneficial for the following parties:

1.​ For Teachers : This research provides a practical and engaging teaching
strategy that can be implemented to improve students’ speaking skills
through active participation using role-playing.
2.​ For Students : The use of role-playing is expected to increase students’
confidence and motivation in speaking English, especially in real-life
communication contexts.
3.​ For Future Researchers : This study can serve as a useful reference or
comparison for those conducting similar classroom action research,
especially in the area of speaking skill development.

Overall, this study contributes to the ongoing effort to bridge the gap
between theoretical language knowledge and practical communication skills,
particularly for EFL students in classroom settings.

1.7​ Scope of the Study

This study is limited to investigating the implementation of the role-playing

technique as a strategy to improve students’ speaking skills in an EFL context.
The research is conducted in 2. Class X-B of a Senior High School in Amlapura
during the academic year 2025/2026.

It focuses on four aspects of speaking: fluency, accuracy, vocabulary, and

pronunciation. The 3. results are based on data collected through pre-test,
treatment sessions, post-test, and classroom observations.

The scope of this study does not include writing, listening, or reading skills,
and it does not examine long-term language retention beyond the research period.
The study strictly concentrates on short-term improvements in speaking
performance as observed during the intervention cycle.

1.8​ Definition of Key Terms

To avoid misunderstanding and to clarify the concepts used in this study, the
following key terms are defined:
1.​ Speaking Skills: In this research, speaking skills refer to the students’
ability to communicate orally in English, including aspects such as
fluency, accuracy, vocabulary, and pronunciation.
2.​ Role-Playing Technique: A teaching strategy where students act out
specific roles in simulated real-life situations. It is used to provide
meaningful speaking practice and encourage confidence in
communication.
3.​ EFL Students: English as a Foreign Language (EFL) students are those
who learn English in a non-English-speaking country. In this context, it
refers specifically to the tenth-grade students of Class X-B.
4.​ Classroom Action Research (CAR) is a reflective process in which the
teacher-researcher identifies a classroom problem, implements a
solution (in this case, role-playing), and evaluates its effectiveness in
order to improve teaching and learning.

These definitions are provided to ensure clarity and shared understanding

throughout the research process, particularly in interpreting findings and drawing
conclusions.
 CHAPTER II
REVIEW OF RELATED LITERATURE

2.1​ Theoretical Review

2.1.1​ Speaking Skills

Speaking is one of the four essential skills in learning English, along with
listening, reading, and writing. It is considered a productive skill because it
involves the active use of language to express thoughts, opinions, and feelings in
spoken form. For EFL (English as a Foreign Language) learners, speaking is often
viewed as the most challenging skill due to the need to quickly produce language
in real time.

According to Brown (2001), speaking is an interactive process of

constructing meaning that involves producing, receiving, and processing
information. This means that speaking is not just about saying words, but also
about choosing the right expressions and adjusting to the listener's responses.

In language learning, speaking serves not only as a measure of proficiency

but also as a vital tool for real-life communication. Students need to speak in a
variety of situations: to ask questions, to give opinions, or to take part in
discussions. Without strong speaking skills, it is difficult for learners to participate
fully in the classroom or in the real world.
The main aspects of speaking include:
1.​ Fluency : The ability to speak smoothly without unnecessary pauses.
2.​ Accuracy : The correct use of grammar and vocabulary.
3.​ Vocabulary : The range of words used to express ideas clearly and
effectively.
4.​ Pronunciation : The way words are spoken so that the meaning is easily
understood by listeners.

However, many students experience speaking anxiety, which hinders their

ability to perform well in oral communication. According to Horwitz, Horwitz,
and Cope (1986), speaking anxiety is a specific form of foreign language anxiety
that arises from fear of negative evaluation, low self-esteem, and communication
apprehension. This anxiety often causes students to avoid speaking or to struggle
with fluency, even when they have sufficient vocabulary or grammatical
knowledge. Therefore, addressing speaking anxiety is essential in improving
students' overall speaking competence.

Improving these aspects can help students become more confident and
effective communicators in English. Therefore, teaching strategies must focus on
engaging students in meaningful speaking practice to develop these core
components.

2.1.2​ Role-Playing Technique

Role-playing is a teaching technique in which students are assigned specific

roles and asked to act out certain situations or scenarios using the target language.
This method encourages students to use English in a more meaningful and
contextualized way, allowing them to practice communication in simulated
real-life settings.
.
 According to Ladousse (2004), role-playing provides meaningful contexts
for language use, stimulates imagination, and enhances learners' confidence. It
promotes student-centered learning by encouraging learners to take initiative,
collaborate with peers, and express ideas freely. In role-playing activities, students
are not only practicing language structures but also developing communicative
competence, including fluency, accuracy, and social interaction skills.

As a technique, role-playing is especially suitable for speaking practice

because it provides a low-risk environment where students can experiment with
language, make mistakes, and improve without fear of judgment.

It aligns well with the goals of classroom action research, which aims to
improve teaching practices and enhance student outcomes through cycles of
reflection and improvement.

2.1.3​ Previous Studies

Several studies have explored the use of role-playing to improve students’

speaking skills, and the findings support its effectiveness in language classrooms.

A study by Putri (2021) investigated the implementation of role-playing in

improving speaking skills among tenth-grade students. The research showed a
significant improvement in students' confidence and fluency after using
role-playing techniques in class. It also helped reduce their anxiety in speaking
English
.
Another study by Wijaya (2020) focused on how role-playing can enhance
students’ interaction and vocabulary use. The result revealed that role-playing
encourages students to be more active and improves their ability to use vocabulary
contextually in conversations.
 In addition, Sari (2019) conducted classroom action research to examine the
impact of role-playing on speaking competence.
The study used multiple cycles of planning, action, observation, and
reflection. It found that students became more engaged, and their speaking
performance improved in terms of fluency, pronunciation, and confidence.

These previous studies support the idea that role-playing is a practical and
effective technique for improving students’ speaking ability, especially in the
context of EFL classrooms. This current study builds on those findings and
applies them in a different context to gain further insight into the effectiveness of
role-playing through classroom action research.

2.2​ Theoretical Framework

This research is based on the theory that students learn speaking skills more
effectively when they are actively engaged in meaningful communication. In this
context, role-playing serves as a bridge between classroom learning and real-life
communication.

The theoretical foundation of this study includes:

1.​ Communicative Language Teaching (CLT)
This approach emphasizes interaction as both the means and the goal of
learning a language. CLT encourages students to use the target language in
authentic situations, which aligns with the role-playing technique. Through
role-play, students engage in real-life scenarios that require communication,
negotiation, and response — all essential elements of speaking.
2.​ Constructivist Learning Theory
According to constructivist theory, learners construct knowledge through
experience and reflection. Role-playing is a student-centered activity that
 provides experiential learning. Students take on roles, make decisions, and
interact, which helps them internalize language use more deeply.
3.​ Classroom Action Research (CAR)
The research is grounded in the principles of Classroom Action Research
(CAR), which involves a cyclical process of planning, acting, observing,
and reflecting. This method allows the teacher to implement the role-playing
technique, observe its effects, and make adjustments to improve teaching
and learning outcomes.

By combining these theories, the research aims to improve students'

speaking ability through an engaging and reflective process that supports both
language development and personal growth.

2.3​ Conceptual Framework

This study is grounded in the idea that the role-playing technique can
improve students’ speaking skills by creating a supportive and interactive learning
environment. The technique encourages students to use English in real-life
situations, actively participate in class activities, and overcome their fear of
speaking.

The improvements are expected to occur through the following mechanisms:

1.​ Providing real-life language contexts, so students practice meaningful
communication.
2.​ Encouraging active participation, as students are required to take roles and
interact.
3.​ Lowering affective filters, such as anxiety, fear of making mistakes, and
peer pressure.
4.​ Increasing students' confidence through repeated practice and supportive
feedback.
The conceptual relationship can be illustrated as follows:
1.​ Independent Variable: Role-playing technique
2.​ Dependent Variable: Students’ speaking skills (measured by fluency,
accuracy, vocabulary, and pronunciation)

This framework serves as a guide for the research implementation, data collection,
and analysis.

2.4​ Previous Studies

Here are some relevant previous studies that support this research:
1.​ Putri (2021) conducted a classroom action research at a senior high school
in Yogyakarta to examine the use of role-playing in improving speaking
ability. The study revealed that students became more active and confident
in speaking after being taught using role-playing activities.
2.​ Wahyuni (2020) implemented role-playing in a junior high school setting
and found that students' vocabulary and fluency improved significantly. The
study emphasized the importance of engaging students in real-life
communication contexts.
3.​ Sari & Nurhidayat (2019) conducted a quasi-experimental study comparing
traditional teaching methods with role-playing techniques. The findings
showed that students taught through role-playing performed better in
speaking assessments.

These previous studies provide strong support for the use of role-playing in
improving students’ speaking skills. However, most of them focused only on
general improvements, not specific aspects like confidence, vocabulary, or
classroom-based observation. This research intends to fill that gap by applying
Classroom Action Research (CAR) in a specific classroom setting.
2.5​ Hypothesis

Hypothesis of the Study

The use of the role-playing technique is believed to improve the speaking skills of
the tenth-grade students in Class X-B, particularly in aspects such as fluency,
accuracy, vocabulary, and pronunciation, as well as increasing their confidence in
speaking English.
 CHAPTER III
RESEARCH METHOD

3.1​ Research Design

This study uses Classroom Action Research (CAR) based on the model
proposed by Kemmis and McTaggart, which consists of four stages in each cycle:
planning, acting, observing, and reflecting. This design allows the researcher to
implement role-playing as a technique to improve students’ speaking skills and
self-confidence through a series of systematic and reflective cycles.

Classroom Action Research is chosen because it allows the teacher to

identify problems in the teaching and learning process and to apply immediate
interventions in a real classroom setting. This method is also appropriate for
improving both students’ speaking performance and their confidence through
continuous reflection.

The research will be conducted in two cycles, with each cycle involving:
1.​ Planning : Designing lesson plans and instruments.
2.​ Acting : Implementing the role-playing activities in the classroom.
3.​ Observing : Monitoring students’ engagement and performance.
4.​ Reflecting : Analyzing the outcomes and planning improvements for the
next cycle.

This design is expected to help improve students’ speaking skills and boost
their self-confidence through a systematic, reflective teaching process.
3.2​ Setting of the Study

This research was conducted at a senior high school in Amlapura,

specifically involving Class X-B during the academic year 2025/2026. The class
consists of approximately 30 students with varying levels of English proficiency.

Class X-B was selected because many students were observed to have
difficulties and low self-confidence in speaking English during regular classroom
activities. The English teacher also showed enthusiasm for adopting innovative
techniques like role-playing to improve student engagement.

The research was carried out in the first semester, from August to October
2025, with the support and permission of the school, which allowed the researcher
to conduct the study during regular English lessons. This made the setting ideal
for implementing the role-playing technique in an authentic learning environment.

3.3​ Subject of the Study

The subjects of this study were the tenth-grade students of Class X-B at a
senior high school in Amlapura during the academic year 2025/2026. The class
consisted of approximately 30 students with varying levels of English speaking
proficiency.

This class was selected based on preliminary observations that identified

several speaking-related challenges, including low self-confidence, limited
vocabulary, and a fear of making mistakes when speaking English. These issues
indicated the need for a more engaging and supportive learning technique to help
students improve their oral communication skills.

The selection of Class X-B was also based on the accessibility and
willingness of the English teacher to collaborate in the research process. This
alignment supports the feasibility of implementing the role-playing technique
effectively within the classroom environment.

Furthermore, the class represents a typical group of learners in the school,

making the findings more relevant and applicable to similar educational contexts.

3.4​ Research Procedures

This study follows the Classroom Action Research (CAR) model proposed by
Kemmis and McTaggart, which consists of four main steps carried out in two
cycles : (1) Planning, (2) Action, (3) Observation, and (4) Reflection.

Each cycle is conducted with the following detailed procedures : Cycle I

1.​ Planning
a.​ Designing lesson plans using the role-playing technique.
b.​ Preparing teaching materials, speaking rubric, observation checklist, and
pre-test instruments.
c.​ Setting up time allocation and classroom arrangements for role-playing
activities.
2.​ Action
a.​ Conducting the pre-test to assess students' initial speaking ability.
b.​ Implementing the role-playing lessons over several sessions.
c.​ Guiding students through role-play scenarios designed to simulate
real-life communication.
3.​ Observation
a.​ Observing the learning process using a checklist to monitor students’
participation, confidence, and interaction.
b.​ Taking field notes and collecting student performance data during the
activity.
4.​ Reflection
a.​ Analyzing the results of the action and observation.
dentifying challenges and student responses.
b.​ Planning necessary improvements for the next cycle.

Cycle II
Based on the reflection from Cycle I, adjustments
are made, and the same four steps are repeated:
1.​ Planning
a. Refining the lesson plan and role-play materials based on previous
findings.
2. ​ Action
a. Conducting improved role-play sessions.
b. Providing additional support and feedback to the students.
3. ​ Observation
a. Monitoring student progress and engagement in Cycle II.
4. ​ Reflection
a. Comparing the results of Cycle I and II.
b. Drawing conclusions regarding the effectiveness of the role-playing
technique.

This cyclic process ensures that the implementation of the role-playing technique
is continually refined and adjusted based on classroom observations, leading to
more effective strategies to improve students’ speaking skills and confidence.
3.5​ Research Instruments

To collect the data needed in this study, the following instruments were
used:
1.​ Speaking Test (Pre-test and Post-test)
The speaking test is used to measure students’ speaking ability before and
after the implementation of the role-playing technique.
The test includes prompts or topics that require students to speak
spontaneously, simulating real communication.
2.​ Speaking Assessment Rubric
The rubric assesses four key components of speaking: fluency, accuracy,
vocabulary, and pronunciation. Each component is rated using a
standardized scale to ensure objective evaluation.
3.​ Observation Checklist
This checklist is used during the action phase to monitor students’
participation, confidence, interaction, and responsiveness during the
role-playing activities. It helps capture qualitative aspects of students'
behavior and engagement.
4. ​ Field Notes
Field notes are taken by the researcher during the teaching and learning
process to record classroom atmosphere, unexpected findings, or reflections
that may support the interpretation of the data.

These instruments were selected to collect both quantitative and qualitative

data, ensuring a comprehensive understanding of the students’ progress and the
effectiveness of the role-playing technique.
3.6​ Data Collection Method

In this research, both qualitative and quantitative data were collected to

support a comprehensive analysis. The data collection methods used are as
follows:
1.​ Test (Pre-test and Post-test)
The pre-test was conducted before the implementation of the role-playing
technique to determine the students’ initial speaking ability. The post-test
was given after the intervention to identify improvements in their speaking
performance. Both tests were assessed using the speaking rubric.
2.​ Observation
Observation was carried out during the teaching and learning process using
an observation checklist and field notes. It aimed to document students’
engagement, participation, and classroom behavior while participating in
role-playing activities.
3.​ Documentation
Documentation included collecting photos, students’ work, and written
notes during the implementation of the role-playing technique. These
documents served as supporting data to enrich the findings.

By employing multiple data collection methods, the researcher was able to

obtain rich and triangulated data that contributed to a more valid, reliable, and
comprehensive evaluation of how role-playing influences students’ speaking
abilities in a real classroom setting.
3.7​ Data Analysis Method

The data collected in this study were analyzed using both quantitative and
qualitative approaches, as follows:
1.​ Quantitative Data Analysis (Speaking Test Results):
a.​ The students’ speaking scores from the pre-test and post-test were
analyzed using descriptive statistics (mean, maximum, minimum scores)
to see the general trend of improvement.
b.​ A paired sample t-test was conducted using SPSS or manual calculation
to determine whether the difference between pre-test and post-test scores
was statistically significant.
2.​ Qualitative Data Analysis (Observation & Documentation):
a.​ The data from observation checklists and field notes were analyzed using
descriptive qualitative analysis, identifying patterns of student behavior,
participation, and engagement throughout the learning process.
b.​ Documentation such as photos and students’ outputs were reviewed to
support and validate the findings from both the tests and observations.

By integrating both quantitative and qualitative data analysis, the researcher

aimed to provide a holistic understanding of how the role-playing technique
impacted students’ speaking performance and classroom dynamics. This
mixed-method approach ensured that the results were not only statistically valid
but also contextually meaningful.
3.8​ Success Indicator

The success of this classroom action research is determined by both

quantitative and qualitative indicators:
1.​ Quantitative Indicator :
The research is considered successful if at least 75% of the students in Class
X-B achieve a minimum score of 75 in the speaking post-test. This score
reflects an improvement in speaking ability across the assessed aspects
(fluency, accuracy, vocabulary, and pronunciation).
2.​ Qualitative Indicator :
Students show increased confidence in speaking English during class
activities.
a.​ There is a noticeable improvement in class participation, as observed
through active involvement in the role-playing tasks.
b.​ Students demonstrate a positive attitude toward speaking and learning
English, as recorded in observation checklists and field notes.

These success indicators will serve as the primary reference for evaluating
the effectiveness of the role-playing technique in enhancing students’ speaking
skills and confidence in a real classroom context.
3.9​ Scoring Rubric for Speaking

To assess students’ speaking performance, a standardized scoring rubric is

used. The rubric includes four key components: fluency, accuracy, vocabulary,
and pronunciation, each of which is rated on a 1–5 scale, where:

Score Description
Excellent: The student demonstrates outstanding
5
performance in the criterion
Good: The student performs well but may make
4
minor errors
Fair: The student shows adequate ability but makes
3
noticeable errors.
Poor: The student struggles and makes frequent
2
errors that affect communication.
Very Poor: The student shows very limited ability in
1
the criterion.

Details for Each Criterion:

1. Fluency
5 : Speaks smoothly with minimal hesitation or repetition.
4 : Minor hesitations, but message is clear and continuous.
3 : Noticeable pauses, occasional repetition, but can still be understood.
2 : Frequent pauses, lacks smoothness, message is often unclear.
1 : Struggles to produce speech, communication breaks down frequently.
2. Accuracy (Grammar)
5 : Uses correct grammar structures consistently.
4 : Makes a few minor grammar mistakes that don’t interfere with meaning.
3 : Makes regular grammar errors but is still understandable.
2 : Frequent grammar errors that interfere with understanding.
1 : Grammar use is minimal and often incomprehensible.

3. Vocabulary
5 : Uses a wide range of vocabulary appropriately and effectively.
4 : Uses good vocabulary with occasional repetition.
3 : Limited vocabulary, sometimes resulting in awkward expressions.
2 : Very limited vocabulary, frequent misuse of words.
1 : Extremely limited vocabulary, mostly uses incorrect or basic words.

4. Pronunciation
5 : Pronunciation is clear and easy to understand; near-native.
4 : Minor pronunciation errors that do not hinder understanding.
3 : Noticeable mispronunciations but still understandable.
2 : Frequent mispronunciations that sometimes hinder comprehension.
1 : Pronunciation severely affects understanding; difficult to follow.

Total Score :
Each student’s total speaking score is the sum of the four components, with a
maximum possible score of 20. This score is then converted into a percentage
(e.g., 15/20 = 75%), which is used to determine whether the student meets the
success criteria (minimum score of 75).
3.10​ Data Analysis

This research uses both quantitative and qualitative data analysis. The
quantitative analysis is used to measure the students’ speaking scores before and
after the implementation of the role-playing technique. The following steps are
used:
a. Mean Score
The mean is used to determine the average speaking score of students in the
pre-test and post-test.
Formula : \bar{X} = \frac{\sum X}{N}

Where:
= mean score
= total of all individual scores
= number of students

Example :
If five students get post-test scores of 75, 80, 85, 70, and 90, then:
\bar{X} = \frac{75 + 80 + 85 + 70 + 90}{5} = \frac{400}{5} = 80

b. Gain Score
The gain score is used to measure the improvement in students’ speaking
performance from the pre-test to the post-test.
Formula : \text{Gain} = \text{Post-test} - \text{Pre-test}

Example:
If a student scores 60 in the pre-test and 80 in the post-test:
\text{Gain} = 80 - 60 = 20

The average gain score can also be calculated to determine the overall
improvement of the group.
c. Percentage of Improvement
To see how significant the improvement is, a percentage of gain can be calculated
using this
formula : \text{Percentage of Improvement} =
\frac{\text{Gain}}{\text{Pre-test}} \times 100%

Example:
If the gain is 20 and the pre-test score is 60:
\frac{20}{60} \times 100\% = 33.33\%

d. Interpretation
After calculating the mean, gain score, and percentage of improvement, the
results are interpreted to determine whether the role-playing technique has a
significant effect on students' speaking performance. If there is a consistent and
considerable improvement, it indicates that the technique is effective.

3.11​ Qualitative Data Analysis

The qualitative data in this research is collected through observation and field
notes during the implementation of the role-playing technique.
The purpose is to describe how the students participate, engage, and respond
during the learning activities.
The steps of qualitative data analysis are as follows:
1.​ Data Collection
The researcher takes notes based on classroom observation, especially on
students’ behavior, enthusiasm, confidence, and interaction during role-play.
2.​ Data Reduction
The researcher selects important and relevant data, focusing only on the
aspects related to students’ speaking performance and the effectiveness of
the technique.
3.​ Data Display
The selected data is organized and presented in narrative form or tables, to
make interpretation easier.
4.​ Conclusion Drawing and Verification
The researcher interprets the meaning of the data, identifies patterns, and
draws conclusions based on students' responses, learning atmosphere, and
progress during the role-playing activities.

3.12​ Research Ethics

This research follows ethical standards in conducting educational research.

The following aspects are considered:
1.​ Informed Consent
The researcher informs the English teacher and the students about the
purpose and procedures of the research. Permission is obtained before the
data collection process.
2.​ Confidentiality
The identity of the students is kept anonymous. All data collected is used
only for research purposes and will not be shared publicly.
3.​ Voluntary Participation
The students are not forced to participate in the research. Their involvement
is based on willingness.
 The researcher treats all participants with respect and ensures that there is no
harm or unfair treatment during the research process.

3.13​ Research Documentation

The preliminary and post-test results

Pre-A₁ Pre-A₂ Post-A₁ Post-A₂

Mean 66.50 67.29 76.28 71.76
Median 66.50 66.50 78.00 72.00
Std. Deviation 10.296 10.302 6.749 8.197
Minimum 50 50 64 54
Maximum 84 82 90 86
Sum 1596 1615 1907 1794

Note:
Pre-A₁ = Preliminary test result from the experimental class
Pre-A₂ = Preliminary test result from the control class
Post-A₁ = Post-test result from the experimental class
Post-A₂ = Post-test result from the control class
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