




































Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

1 
 

 Role Play in Video to Accelerate Non-English Students’  

Mastery of Speaking Competence 

 
Asna Usman Dilo

(1)
, La Aba

(2)
 

asnadilo77@gmail.com
(1)

, la.aba001@gmail.com
(2)

 

IAIN Sultan Amai Gorontalo 

 
 

Abstract 

To teach English to non-English major students in Islamic University is unique. This perception 

is also applied among lecturers and to stimulate a conversation situation in which students might 

find and give them an opportunity to practice and develop their speaking ability. Therefore, the 

use of role play that involved in short film documenter or video is used in this study to make 

their English creatively, not only to practice speaking ability but the students can explore their 

acting. This study is an action research study, where pre-test and posttest are administered to 

obtain the data, in addition to observation and literature study. This research is carried out in 

two cycles, every cycle there are four components they are:  planning, acting, observing, and 

reflecting. The result of this research showed that used role play in video can accelerate the non-

English students’ department mastery of speaking competence. It showed the first cycle showed 

that only 10 or 40% students were competent.  While in the second cycle, there were 25 or 88% 

students gained the score more than 80.  It means that the indicator of success has reached.  

Keyword: Role Play in Video, Speaking Competence, Non-English Students 

 

Abstrak 

Mengajarkan bahasa Inggris pada mahasiswa non jurusan Bahasa Inggris di perguruan tinggi 

Islam adalah unik. Pemahaman ini juga diterapkan pada semua dosen dan untuk merangsang 

situasi percakapan dimana mahasiswa menemukan dan memberikan mereka kesempatan untuk 

melatih dan mengembangkan kemampuan berbicara. Karena itu, penggunaan bermain peran 

yang dibuat dalam film pendek atau video yang digunakan dalam penelitian ini adalah untuk 

membuat bahasa Inggris lebih kreatif. Tidak hanya melatih kemampuan berbicara tetapi 

mahasiswa dan menggali kemampuan akting. Penelitian ini adalah penelitian tindakan kelas, 

untuk memperoleh data digunakan pre-test dan post- test, ditambah observasi dan studi 

literature. Penelitian ini dibuat dua siklus. Setiap siklus terdiri empat komponen : perencanaan, 

pelaksanaan, observasi, refleksi. Hasil dari penelitian ini menunjukkan bahwa penggunaan 

bermain peran yang di videokan dapat mempercepat penguasaan berbicara bagi mahasiswa non 

bahasa Inggris. Ini ditunjukkan pada siklus pertama hanya 10 orang atau 40 % yang menguasai. 

Sedangkan pada siklus kedua terdapat 25 atau 88 % mahasiswa memperoleh skor lebih dari 80. 

Menunjukkan indikator kesuksesan tercapai. 

Kata Kunci: Bermain Peran, Video, Koterampilan Berbicara, Mahasiswa Non Bahasa 

Inggris 

 

 

 

 

mailto:asnadilo77@gmail.com
mailto:la.aba001@gmail.com


Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

2 
 

A. INTRODUCTION 

English language is the international language or global language, spoken 

approximately thousand of millions of people around the world as a tool of 

communication. English language as a second or foreign language it is difficult for the 

students to learn at the first time, because it might influenced by many factors one of 

them might be their mother tongue to reach a successful English learner.  One of the 

main important keys to success in English is enhanced the students come to love the 

learning process. 

Students are able to communicate in English by mastering the four English skills 

such as listening, reading, writing and speaking. However, it is not easy to master all the 

skills; there must be one important skill that covers the whole skills. Based on the 

statement above speaking or oral communication is the most important skill that should 

be mastered by students in order to communicate in English fluently. 

In this case, the students must study hard to master it and the teacher should create 

a good atmosphere in class. However, it is contrary to the real situation in class. 

Speaking activities do not work in class because many factors prevent students from 

speaking English with their friends. They are afraid of making mistakes, of being 

laughed at by his or her friends and of having lack of confidence in their ability. 

There are some problems related to speaking activities in class and helping 

students to improve their speaking skill is part of the teacher’s job. Lecturers are 

expected to have right teaching techniques to accelerate their English mastery with 

appropriate teaching materials and to create a positive classroom environment. 

Therefore, the students will have opportunity to use English among themselves. The 

teaching curriculum and learning process should not only take place between lecturers 

and students but also between students and students.  

One of the earliest definitions of role play is provided by Mann (in Purwanto, 

2008:2) where a person is asked to perform a role which is not normally his own, or is 

explicitly asked to perform a normal role but not in a setting where is it normally taken. 

Larsen and Freeman (2000:135) said that role plays are very important in 

communicative Language Teaching (CTL) because they give student an opportunity to 

practice communicating in different social contexts and different social role, similarly to 

Johnson and Morrow (1986:137) also said that role plays are very important in the 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

3 
 

communicative approach therefore they give the students an opportunity to practice 

communicating in different social contexts. Johnson and Morrow (1987:126) said that 

among classroom activities, role play and simulations rate highly suitable vehicles to 

use in a communicative approach to language teaching. They can reduce the artificiality 

of the classroom, provide a reason for talking and allow the learner to talk meaningfully 

to other learner. According to Topkins (2008: 1) role playing is an extremely valuable 

method for learning. It encourage thinking and creativity, lets students develop and 

practice new language and behavioral skills in a relatively no threatening setting, and 

can create the motivation and involvement necessary for learning to occur”. Similarity 

Livingstone (1983:6) said that role play is a classroom activity which gives students the 

opportunity to practice the language, the aspects of role behavior, and the actual roles he 

may need outside the classroom. Most students will not need to fulfill in the foreign 

language the wide range of roles they fulfill in the mother tongue, unless, of course, 

they intend to live and work in the foreign language environment for an extended period 

of time. 

Further, Amto and several experts agreed that role play has high appeal for 

students because it allows them to be creative and to put themselves in another person’s 

place for a while (Amto 2003). The explanations above indicate that role play is perhaps 

the liveliest form to get the class involved in speaking. Role play brings situation from 

real life into the classroom. Students imagine and assume roles they create a pretend 

situation, and they pretend to be some different persons, the following researcher would 

like to explain about successful classroom and speaking assessment. 

Role play in video means that the students record what they are talking and have 

done based on the script. In the classroom the students learn through study of complex, 

real word practices that are captured and represented through digital video media. 

Implication for the design of video based environments and activities for classroom 

learning and lectures professional development are also addressed.  Role play and video 

are as type of teaching media.  

In regard to this media topic,  Hamalik (2011) that divide classifications of 

teaching media into four types are: (1) Visual media, such as filmstrip, transparency, 

micro projection, bulletin board, pictures, illustration, chart, graphic, poster, map, and 

globe; (2) Audited media, such as phonograph record, electric transcript, radio, recorder 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

4 
 

of tape recorder; (3) Audio visual media, such as film, TV, and three dimensions things; 

and (4) Dramatization, role play, socio drama, etc 

The use of video is suggested as a learning medium. There are many reasons why 

the use of video is suggested as a learning medium. As suggested by Harmer (2004: 

282) stated that some of the reasons as to why the language teacher is advised to use 

video as a medium of learning and teaching, are: (1) Language learners not only hear 

the language they learn, but they also look at the context directly from the video being 

played. Video will be a marvelous medium that represents expressions, gestures and 

other visual forms; (2) The knowledge of cultural differences. Video will enable 

students to see situations outside the classroom without having to leave the classroom; 

(3) Learning material in the media would be easy to remember because it is fun; and (4) 

The video can enhance students' motivation and interest in learning. It is as described 

previously that students not only learn how to see, but also listen, and it will be 

interesting for them so their motivation to learn will also increase. 

 

B. RESEARCH METHOD 

The research takes place at in Economic and Islamic Business Faculty at IAIN 

Sultan Amai Gorontalo. The subject of this study is the third semester of Islamic 

Banking department with 33 students. This study is a classroom action research (CAR) 

as it serves the purpose of the study to accelerate the mastery of non-English students’ 

of speaking competence. It will conduct for six weeks, starting from the first week of 

October 2018 up to the third week of November 2018. 

In this study the data are collected applying role play in video. Research findings 

describe which are gathered from the conduct of this action research.  Data is the 

process implementation of role playing process based on the observation. The second 

data is students’ speaking competence, which is gained from the observation to the 

students when the role playing applied in the dialogues.   

The research is conducted in two cycles, where each cycle consists of 6 meetings. 

Research subjects are divided into 6 (six) groups then prepare dialogue or script of the 

text based on the theme Islamic banking activities.  At end of each cycle, lecturers’ 

achievement is measured using collected through a rubric of fluency as a general term 

of oral language proficiency.  So the main point to access students’ ability by using 

language proficiency as one of the analytic rating scales.  The rubric was used to assess 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

5 
 

or evaluate the students’ speaking ability. Schmidt (1992) believes that fluency is 

processing power in really using the language.  Skehan in Richard (2003) also 

emphasizes speaking that fluency cannot be separated from the meaning of the 

language, for it reflects learners’ ability to deal with real communication in different 

contexts can be seen in table 1 below. 

Table 1. The Features and Description of Language Proficiency 

Features Description 

Pronunciation Pronunciation of individual sounds and words, 

of sentences including the right intonation and 

stress 

Grammar Language use: accurate use of structure,or how 

the learners get his/ her utterances correct 

Vocabulary The learner’s ability in choosing appropriate 

words for the intended meaning, and how to 

solve the problems when he/she connot find 

suitable words 

Fluency The ability to keep the expression going 

smoothly, e.g. read a text without hesitation/ in 

appropriate pauses, or without repeating the 

words/line 

Ccomprehensibility The ability to get the meaning across to the 

listener. 

Confidence The ability to speak confidently with proper 

intonation to show feeling. 

           

 In collecting the students’ speaking ability in performing the learning tasks, I rated 

the holistic scoring on a five-point scale for each elements of fluency. They are : 

Excellent (5); Very good (4); Good (3); Fair (2); Poor (1). 

After the students’ score were analyzed based the scales and their description, I 

accumulated the totality of the students’ scores gained in speaking assessments.  Then I 

calculated the students’ own score to get their learning result in each cycle.  The result 

was then classified into five criteria, they were extremely competent, competent, enough 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

6 
 

competent, incompetent, and extremely incompetent.  Based on the statement, I 

modified the criteria of the students’ learning achievement values as shown in table 2. 

Table 2. The Criteria and the Value of the Students’ Learning Achievement 

NO Criteria Intervals of Value 

1. Extremely Competent 90 – 100 

2. Competent 70 – 89 

3. Enough Competent 60 – 69 

4. Incompetent 40 – 59 

5. Extremely Incompetent 0 – 39 

 

The table above interprets that if students gain values more than 90, they are 

called extremely competent students.  Students who obtained values 70 to 89, they are 

called competent students. When the students have values between 60 and 69, they are 

enough competent students.  However, if they obtained the intervals of values between 

40 and 59, it called categorized incompetent students. Whereas, values less than 39, it is 

extremely incompetent students. It can be claimed that the students are called successful 

in learning if the participants have reached the score of at least 70 or they have the 

classification of value competent at least.   

 

C.  FINDINGS AND DISCUSSIONS 

Findings  

First Cycle  

At the first meeting the students divided into six groups and choose the theme. 

The theme revolves around Islamic Banking activities like selling and buying, market, 

banking activities. And then they discuss with their group to enactive the title of 

dialogue, make draft script of dialogue; destine the place and who are actor in this 

section. Lecturers give them opportunity for three weeks to apply role play into video. 

Next section the students show that into the classroom with a time has decided. In each 

meeting, one group present their video, lecturers observed the students’ ability in the 

presentation, therefore each student was expected to speak fluently. The result of the 

first cycle, a few group that the students’ speaking fluency ability in this meeting shows 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

7 
 

that some of them still less fluent when they speak, some students are nervous; not 

dominate the script. It became the students’ learning achievement in the first cycle. 

After analyzing the students’ speaking fluency in the first cycle, founded that the 

students’ speaking fluency based on the elements of speaking in the first cycle can be 

seen in table 3 below:  

Table 3. Data of the Students’ Speaking Fluency in the First Cycle based on the 

elements of Speaking for all groups: 

No The Elements of Speaking Total Score 

1 Fluency 17 

2 Grammar 20 

3 Pronunciation 21 

4 Comprehensibility 23 

5 Vocabulary 23 

6 Confidence 21 

Total 67,89% 

The table above shows that in the first cycle only 67.89%. This result is yet to 

meet the standard achievement set as the indicator of this study. It means after cycle 1 

was done students’ speaking fluency seemed to be increased compare to the preliminary 

study. 

When the scores of the students’ speaking ability were classified into the criteria 

of value, it presents in table 4. 

Table 4. Data of the Students’ Speaking fluency in the First Cycle Based  

on the Criteria of Value 

No Criteria Interval of Value Frequency Percentage 

1 Extremely Competent 90-100 0 0 

2 Competent 70-89 6 18,2 

3 Enough Competent 60-69 19 57,6 

4 Incompetent 40-59 8 24.2 

5 Extremely Incompetent 0-39 0 0 

Total  33 100 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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8 
 

Data in table 4 shows that no one student is classified into extremely competent 

criteria.  There were only six students or 18,2% have competent criteria because they 

obtain values between 70 and 89.  Nineteen students or 57, 6% are enough competent 

criteria because their values are between 60 and 69.  Eight students or 24.2% were in 

incompetent criteria.  It means after cycle 1 was done students’ speaking fluency 

seemed to be increased compare to the preliminary study. 

Second Cycle 

In this section lecturers explain the result of video each group and what a lack of 

each actors, sound, backdrop of stage, their speech is not clear, errors grammatical. 

Lecturers give them opportunity for two weeks to record then apply again role play into 

video with observe all aspect. They also prepare similar materials in the script. Lectures 

corrected the script with identify grammatical errors. The next section they have 

presenting again the video.  

The result of the second cycle show that the student’s speech is clear, they have 

confidents to talk with their friends, their acting seemly natural, grammar is correct, a 

word corrected pronounced, the audience could understand everything student said and 

express, uses appropriated vocabulary, there are speaking confidently with proper 

intonation to show feeling. All score can be shown at table 5 below. 

Table 5. Data of the Students’ Speaking Fluency in the First Cycle based on the 

elements of Speaking for all group: 

No The Elements of Speaking Total Score 

1 Fluency 30 

2 Grammar 30 

3 Pronunciation 31 

4 Comprehensibility 29 

5 Vocabulary 31 

6 Confidence 30 

Total 86,30% 

 

Based on calculating the result of the score shows that in the second cycle reach 

86.30%.  Its means the standard achievement set as the indicator of this study. 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

9 
 

When the scores of the students’ speaking ability were classified into the criteria 

of value, it presents in table 6. 

Table 6. Data of the Students’ Speaking fluency in the First Cycle Based on the Criteria 

of Value 

No Criteria Interval of Value Frequency Percentage 

1 Extremely Competent 90-100 0 0 

2 Competent 70-89 12 27,5 

3 Enough Competent 60-69 21 63,6 

4 Incompetent 40-59 0 0 

5 Extremely Incompetent 0-39 0 0 

Total  33 100 

 

In table 6 shows that twelve students or 27,5% have competent criteria. Twenty 

one students or 63,6% are enough competent criteria, there no students were in 

incompetent criteria.  Considering the value above, the indicator for the completion of 

this study have reached. 

 

Discussion 

As seen in the findings above, the role play in video is able to accelerate the 

students’ speaking competence from the average of 67,9 to 86,3 at the second cycle. 

Like Pageyasa (2004) states that mastery of speaking theory is not main purpose in 

teaching speaking.  The important things are students are able to speak agreeing to 

contexts and the teaching of speaking must be oriented to aspect of language use, not to 

language rules. The other hand Harmer (2007) said that “filmed extracts can be used as 

a main focus of a lesson sequence or as parts of other longer sequences.”  Students are 

used to watching film at home, and they enjoyed those things.  As English lectures we 

need to be sure that we provide the students with good viewing and listening tasks so 

that they give their full attention to what they are seeing and hearing. By role play in 

video the student determine his or her own personal strengths and weaknesses. The 

other researcher is Zhihong Lu, etc (2010) in her study found that Audio-Video as 

media to teach the students in speaking. Relating to media like video, Irma Manda 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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10 
 

(2017) make a research about the use of audio visual media in teaching English for non-

English majors.  

The subject of these researches is having different background or composite 

students from senior high school and Islamic school. And it influence the result of 

study, in addition to make the participant easy make dialogue is a material or theme 

familiar with them because all subject of lesson almost talking about Islamic banking.  

Lecturers need created another instrument for far- ranging advantage of using 

video in accelerating the English mastery of non-English students at IAIN Sultan Amai 

Gorontalo. In addition we should to found the other approach or media that interesting 

for the students to learn English lesson so they have motivate to follow the English 

lesson more than it to increase English mastery. 

As a lesson learned, role play in video can be claimed can accelerate the students’ 

speaking competence by using closer theme with their core of study or students 

department. It implies that lectures should role play in video as approach to beneficial in 

increasing their English language mastery. 

 

  



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

11 
 

D. CONCLUSION 

As we go through this study, speaking fluency on one language can help us to 

communicate, interact and socializing with others. To speak English fluency, than there 

are some important parts of the languages that we have to master such as grammar, 

vocabulary, pronunciation, fluency and even confidence. This study has argued that role 

play recorded in video can be used as a technique that provide opportunities for lectures 

and students feedback and motivate students because of their engaging qualities.  The 

way lectures should correct in speaking fluency activities, not interrupting while they 

are going on, but giving feedback later.  There may be times when teachers need to help 

an activity along through participation provided that has to be done sensitively. 

  



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

12 
 

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