















































62 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 01, January 2019, pp. 62 - 77 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Effectiveness of Games on Student’s Speaking Skill at Second Grade of 

Islamic Junior High in Gresik 

Endah Pangastuti1, Muammar Chadafi2 

Students of Institut Keislaman Abdullah Faqih Gresik1 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik2 

endahpangastuti@gmail.com1, muammarchadafi.inkafa@gmail.com2    

ABSTRACT 

The researcher examine the effect of games on oral production competemce at second grade of junior high 

school in gresik. The reason of this study are low motivation on speaking material and students feel difficult 

on the material. This study is caried out at Islamic Junior High School in Gresik by 40 students. The 

researcher uses pre-experimental non-randomized pretest posttest design. The result shows that the average 

score of pretest is 47,89 and 61,71 for posttest, it means that games is effective strategy on teaching speaking, 

besides the students have high responds in applying the strategy at learning process. 

Keywords: Game, Role play, Oral Production, Speaking Skill 

 

I. INTRODUCTION 
Teaching speaking is a very important 

part of second language learning. The ability 

to communicate in a second language clearly 

and efficiently contributes to the success of 

the learner in school and success later in 

every phase of life (Gudu, 2015). Therefore, it 

is essential that language teachers’ pay great 

attention to teaching speaking. Rather than 

leading students to pure memorization, 

providing a rich environment where 

meaningful communication takes place is 

desired (Aziz & Dewi, 2019). With this aim, 

various speaking activities such as those 

listed above can contribute a great deal to 

students in developing basic interactive 

skills necessary for life.  

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:endahpangastuti@gmail.com
mailto:muammarchadafi.inkafa@gmail.com


63 
 

Role play technique is the way to teach 

speaking by setting up the students in the 

situations in pairs or groups (Aziz & Dewi, 

2019). It means putting two or more students 

together and giving them a handout sheet, 

which they can, first, read and study,  taking 

time to look-up unknown words and asking 

their friends about meanings and 

pronunciation. Then, give them a little more 

time to practice speaking with everybody in 

the classroom such as reading aloud to get a 

feel for the role. They will be playing and get 

used to the words sounds, phrases and the 

rhythm of the language (Asatryan, 2016). 

Role play is very important in teaching 

speaking because it gives students an 

opportunity to practice communicating in 

different social contexts and in different 

social roles, so it can improve student’s oral 

performance (Abdul Salam Alnamer, 2017). 

In addition, it also allows students to be 

creative and to put themselves in another 

person’s Speaking is an interactive task and 

it happens under real time processing 

constraints. It means that they will be able to 

use words and phrases fluently without very 

much conscious thought. Effective speakers 

need to be able to process language in their 

own heads and put it into coherent order so 

that it comes out in forms that are not only 

comprehensible, but also convey the 

meanings that are intendedplace for a while. 

The students can master the speaking by 

practicing the language in real – life. 

The reasons why the researcher uses 

the role play technique as the teaching 

technique are (Anderson, 2016): 

1. One of the advantages of role play is the 

teacher can give the ideas and good 

feedback to the students that can be 

remembered by the students. 

2. The students is able to get the 

interesting experiences from the role 

play technique that applied by the 

teacher. 

3. The students practice the English 

language as communicative language in 

their classroom as real-life. 

4. The teacher is able to control the student 

for speaking English language easily.  

The researcher uses the role play 

technique in teaching speaking skill to 

motivate the student. So that the researcher 

hopes, the student can speak the English 

language creatively in communicative way 

and unburned situation. From the statement 

above, the researcher is interested to 



64 
 

examine the effectiveness of role play 

technique to get the successful teaching and 

learning process. Then the researcher 

conducts a research entitled “The 

Effectiveness of Role Play Technique to 

Improve The Student’s Speaking Skill at The 

Second Grade of Mts. Ma’arif Sidomukti 

Gresik”.  

 

II. LITERATURE REVIEW 

A. Types of Speaking Activities 

Speaking is an interactive task and it 

happens under real time processing 

constraints (Harmer, 2001). It means that 

they will be able to use words and phrases 

fluently without very much conscious 

thought. Effective speakers need to be able to 

process language in their own heads and put 

it into coherent order so that it comes out in 

forms that are not only comprehensible, but 

also convey the meanings that are intended. 

And the activities to promote speaking are: 

a. Discussion 

The teacher uses the discussion 

technique to improve the students speaking 

ability. the teacher order the students to 

make some group and the teacher gives the 

problem. the students have the responsibility 

to finish the problem. The students may aim 

to arrive at a conclusion, share ideas about an 

event, or find solutions in their discussion 

groups.  

b. Role Play 

In role play activities, the teacher 

gives information to the learners such as who 

they are and what they think or feel. The 

teacher describes and sets up the situation. 

The students prepare in groups, those 

playing the same roles which being prepare 

together. They act it the role which choosen 

(Kapralos, Fisher, Clarkson, & Oostveen, 

2015). 

c. Simulations 

Simulations are very similar to role-

plays but what makes simulations different 

than role plays is that they are more elaborate 

(Kapralos et al., 2015). In simulations, 

students can bring items to the class to create 

a realistic environment. For instance, if a 

student is acting as a singer, she brings a 

microphone to sing and so on. 

d. Information Gap 

In this activity, students are supposed 

to be working in pairs. Information gap 

activities serve many purposes such as 



65 
 

solving a problem or collecting information 

(Wang & Gao, 2016). Also, each partner 

plays an important role. Because the task 

cannot be completed if the partners do not 

provide the information the others need. 

e. Brain Storming 

On a given topic, students can produce 

ideas in a limited time. Depending on the 

context, either individual or group 

brainstorming is effective and learners 

generate ideas quickly and freely 

(Beetlestone, 1998). The student share their 

new idea in this activity. 

f. Storytelling 

Students can briefly summarize a tale 

or story they heard from somebody 

beforehand, or they may create their own 

stories to tell their classmates (Arcos, Zea, 

Pederewski, & Gutierrez, 2017). It also helps 

students express ideas in the format of 

beginning, development, and ending, 

including the characters and setting a story 

has to have. 

g. Interviews 

Students can conduct interviews on 

selected topics with various people. It is a 

good idea that the teacher provides a rubric 

to students so that they know what type of 

questions they can ask or what path to 

follow, but students should prepare their 

own interview questions (Vaca Torres & 

Rodríguez Gómez, 2017). After interviews, 

each student can present his or her study to 

the class.  

h. Story Completion 

For this activity, a teacher starts to tell 

a story, but after a few sentences he or she 

stops narrating (Neuman, Wong, & Kaefer, 

2017). Then, each student starts to narrate 

from the point where the previous one 

stopped. Each student is supposed to add 

from four to ten sentences. Students can add 

new characters, events, descriptions and so 

on. 

i. Reporting 

Before coming to class, students are 

asked to read a newspaper or magazine and, 

in class, they report to their friends what 

they find as the most interesting news (Cho, 

Han, & Kucan, 2018). Students can also talk 

about whether they have experienced 

anything worth telling their friends in their 

daily lives before class. 

j. Playing Cards 

In this game, students should form 

groups of four. Each suit will represent a 

topic. For instance: diamonds represent 

earning money, hearts represent love and 

relationships, and card represent best 

teacher (Kim & Ho, 2014). Each student in a 



66 
 

group will choose a card. Then, each student 

will write 4-5 questions about that topic to 

ask the other people in the group. The 

students guess the partner question by Yes-

No answer. 

k. Picture Narrating 

This activity is based on several 

sequential pictures. Students are asked to 

tell the story taking place in the sequential 

pictures by paying attention to the criteria 

provided by the teacher as a rubric (Analyses 

& The, 2017). Rubrics can include the 

vocabulary or structures they need to use 

while narrating. 

l. Picture Describing 

For this activity students can form 

groups and each group is given a different 

picture (Plass, Homer, & Kinzer, 2016). 

Students discuss the picture with their 

groups, and then a spokesperson for each 

group describes the picture to the whole 

class. This activity fosters the creativity  

m. Find the Differences 

For this activity students can work in 

pairs and each couple is given two different 

pictures, for example, picture of boys playing 

football and another picture of girls playing 

tennis (Mede, Cosgun, & Atay, 2017). 

Students in pairs discuss the similarities 

and/or differences in the pictures. 

B. Role Play Technique 

In Cambridge International Dictionary 

of English, role defined as the person whom 

an actor out particular ways of behaving or 

pretending to be other people who deal with 

new situations. It is used in training courses 

language learning and psychotherapy 

(Cambridge, 2003). It assumes that a role 

play is a part (either own or somebody else’s) 

in specific situation. ‘Play’ means that is 

taken on in a safe environment in which 

students are as an inventive and playful as 

possible (Livingstone, 1983; Severson & 

Woodard, 2018). 

Role play involves taking on a role and 

carrying out a discussion with each person 

playing their role (Ur, 1999). The teacher 

describes and sets up the situation. The 

students prepare in groups, those playing the 

same roles prepare together. They then form 

new groups to carry out the discussion. Role 

Play is giving students a suitable topic 

provides interest and subject matter for 

discussion (Ur, 1999). Dividing them into 

groups improves the amount and quality of 

the verbal interaction. The students will 

communicate more freely by their own 

language. Then, the students are able to 

improve their speaking skill more based on 

the script but also out of the script. 

One of the method to be used in 

teaching the speaking skill is role-playing. 



67 
 

Role-play allows students to explore their 

inner resources, empathize with other, and 

use their own experiences as scaffolds upon 

which credible actions. As a result, students 

can improve their skill to produce the target 

language, acquire many of its nonverbal 

nuances, improve the skill to work 

cooperatively in group situations, and 

effectively deal with affective issues. 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 (Richard & Renandya, 2002). In the 

method of playing a role, the pressure point 

located on the emotional involvement and 

observation senses into a real problem 

situation faced.  

Role playing can often create a sense of 

community within the class. Although at 

first it may seem a threatening method, once 

the class learns to share a mutual confidence 

and commitment to the learning process, the 

sharing of analysis over the role situations 

will develop a camaraderie never possible in 

monological teaching methods such as the 

lecture. 

The researcher concludes that role play 

is a technique in English teaching in which 

the students learn in an imaginary situations 

or roles in order to develop the students’ 

speaking skill. The situations and the roles 

are made as a real life situation so the 

students know the functions of English. 

III. METHOD 
The researcher uses the experimental 

design. The experiment is the event planned 

and carried out by researcher to gather 

evidence relevant to the hypotheses. There 

are several types of experimental research: 

some of them are true experimental research, 

quasi-experimental research, and pre-

experimental research. The researcher uses 

the quasi-experimental design by 

nonrandomized control-group design, pre-

test – post-test design. 

A. Participants 
The participants of the this research 

are the second grade students of MTs. 

Ma’arif  Gresik which consists of five 

classrooms. 

Table 1: Students of second grade of MTs. 
Ma’arif 

 
CLASS MALE FEMALE SUM 

Class 

VIII.U 
11 21 32 

Class 

VIII.1 
22 18 40 

Class 

VIII.2 
22 16 38 

Class 

VIII.3 
21 16 37 



68 
 

Class 

VIII.4 
18 16 34 

SUM 94 87 181 

 

From the 181 students the researcher 

takes the sample to do the research 

B. Instrument 
There are two instruments for 

collecting the data in the present study. The 

instruments are test and questionnaire. The 

tests are pre- test and post – test. The pre-

test and post-test consist of the oral test as 

the dialogue. The pre-test and post-test 

which given to the experimental class and 

the control class is same test. For the purpose 

of content validity, then the items were taken 

from their speaking textbooks used in the 

classrooms for second semester 

IV. RESULT AND DISCUSSION 
In this part, the researcher gives the 

report concerning the data description 

according to the pre-test and post-test from 

the control class and experiment class. The 

researcher does not mention the student’s 

name but only explain their scores by the 

number of subject. 

The data of pre-test and post-test 

scores of control class can be seen as follows: 

Table 2 The Result of Pre-Test and Post-Test of The 
Control Group 

SUBJECT 
Pre-test 
Scores 

Post-test 
Scores 

S1 50 50 
S2 45 50 
S3 55 60 
S4 50 60 
S5 45 60 
S6 40 50 
S7 60 75 
S8 45 55 
S9 40 50 
S10 50 50 
S11 50 70 
S12 40 60 
S13 40 65 
S14 70 90 
S15 55 70 
S16 40 60 
S17 40 60 
S18 45 65 
S19 50 65 
S20 45 60 
S21 50 50 
S22 55 65 
S23 50 75 
S24 40 60 
S25 45 65 
S26 50 75 
S27 45 65 
S28 50 65 
S29 40 60 
S30 60 70 
S31 60 75 
S32 45 60 
S33 40 60 
S34 40 60 
S35 50 60 
S36 60 60 
S37 45 50 
S38 40 45 
1820 89200 113875 

After analyzing the data, the researcher 

finds the average score of pre-test was 47,89 

and the average score of post-test was 61,71. 



69 
 

The data of pre-test and post-test scores of 

control class can be seen as follows: 

 

Table 3 The Result of Pre-Test and Post-Test Scores 
for Experimental Group 

SUBJECT Y X 
S1 55 85 
S2 50 70 
S3 60 80 
S4 65 80 
S5 65 85 
S6 55 80 
S7 60 80 
S8 45 70 
S9 50 65 
S10 50 65 
S11 55 75 
S12 50 85 
S13 60 80 
S14 60 75 
S15 45 60 
S16 70 90 
S17 65 80 
S18 55 75 
S19 45 60 
S20 85 95 
S21 60 75 
S22 50 65 
S23 40 65 
S24 50 65 
S25 55 75 
S26 60 80 
S27 50 65 
S28 50 70 
S29 60 85 
S30 55 80 
S31 60 80 
S32 55 75 
S33 70 80 
S34 60 80 
S35 50 70 
S36 45 60 

S37 65 80 
S38 55 75 
S39 50 65 
S40 45 70 

2230 127250 169350 

 

After analyzing the data, the researcher 

finds the average score of pre-test was 55,75 

and the average score of post-test was 74,88. 

From the data, the researcher concludes that 

the average score of each group was different. 

The pretest score of experimental group was 

55,75 and control group was 47,89. 

This answered the research problem in 

the previous chapter, whether teaching by 

using role play technique that a significant 

effect on the second grade of student’s 

speaking skill. An analysis of the posttest 

score had shown that there was the 

significant difference both experimental 

group and control group in the 

implementation of role play technique and 

conventional teaching. 

From the data analysis above, the 

researcher finds the difference average score 

between the two groups. The experimental 

group got 74,88; whereas, the control group 

got 61,71. As their initial scores were not 

equivalent, the analysis of covariance was 

applied to analyze the data as this study used 

a quasi-experimental non-randomized 

pretest and posttest design. 



70 
 

There are several steps of ANCOVA 

explained as follows: 

The first step was an analysis of 

ANOVA presented as follow: 

SSt  = ∑X2 - N

X
2

)(

 

 = 374900 - 
78

)5340(
2

 

 = 374900 - 
78

28515600
 

 = 374900 – 363384,62 

 = 9315,38 

 SSb = 
N

X

n

X

n

X
2

2

2

2

1

2

1
)()()( 

−+  

= 
78

5340

38

2345

40

2995
222

−







+  

= 
78

28515600

38

5499025

40

8970025
−








+  

=   62,36558418,14471163,242502 −+  

= 368961,81 - 62,365584  

= 3377,19 

 SSw = SSt - SSb 

= 9315,38 – 3377,19 

= 5938,19 

 MSb = 
1−K

SSb
  

 = 
12

3377,19

−
 

 = 
1

3377,19
 

= 3377,19 

 MSw = 
KN

SSw

−
 

 = 
278

5938,19

−
 

 = 
76

5938,19
 

 = 78,13 

Dfb = K-1 

 =2-1 

 =1 

Dfw  = N-K 

 = 78 - 2 

 = 76 

From the result of ANOVA above, it 

shows that the value of sum of squares 

deviation of each score from the grand mean 

(SSt) was 9315,38. The sum of squares 

between groups (SSb) was 3377,19. The sum 

squares within groups (SSw) was 5938,19. 

The mean square between groups (MSb) was 

3377,19. The mean square within group 

(MSw) was 78,13. 



71 
 

Then the next step is the analysis of 

correlation. It is the correlation analysis 

between covariate data variable and 

dependent variable for the entire subject (rt) 

and each group (rk). The complete analysis 

was done below: 

SX1 = 
2

1

1

2

1
X

n

X
−


  

 = 2)88,74(
40

227075
−  

 = 01,5607
40

227075
−  

 = 51,560588,5676 −  

 = 37,71  

 = 8,45 

SY1 = 
2

1

1

2

1
Y

n

Y
−


 

 = 
2

)75,55(
40

127250
−  

 = 06,3108
40

127250
−  

 = 06,310825,3181 −  

 = 19,73  

 = 8,56 

r1 = 

11

11

1

11

.SYSX

YX
n

YX
−


 

 = 
)55,8).(44,8(

)75,55).(88,74(
40

169350
−

 

 = 
16,72

56,417475,4233 −
 

 = 
16,72

19,59
 

 = 0,82 

2.SX2 = 
2

2

2

2

2
X

n

X
−


 

 = 
2

)71,61(
38

147825
−  

 = 12,3808
38

147825
−  

 = 12,380813,3890 −  

 = 01,82  

 = 9,05 

SY2 = 
2

2

2

2

2
Y

n

Y
−


 

 = 
2

)89,47(
38

89200
−  

 = 45,2293
38

89200
−  



72 
 

 = 45,229337,2347 −  

 = 92,53  

 = 7,34 

r2 =

2.2

22

2

22

SYSX

YX
n

YX
−


 

 = 
)34,7).(05,9(

)89,47).(71,61(
38

113875
−

 

 = 
43,66

29,295571,2996 −
 

 = 
43,66

42,41
 

 = 0,62 

SX = 
2

2

X
N

X
−


 

 = 
2

)46,68(
78

374900
−  

 = 77,4686
78

374900
−  

 = 77,468641,4806 −  

 = 64,119  

= 10,93 

SY = 
2

2

Y
N

Y
−


 

 = 2)92,51(
78

216450
−  

 = 69,2695
78

216450
−  

 = 69,26952775 −  

 = 31,79  

 = 8,90 

rt = 

SYSX

YX
N

XY

.

−


 

 = 
)90,8).(93,10(

)92,51).(46,68(
78

283225
−

 

 = 
28,97

44,3554
78

283225
−

 

 = 
28,97

44,355409,3631 −
 

 = 
28,97

65,76
 

 = 0,79 

The result shows that the value of (rt) 

was 0.79, the value of (rk) which was grouped 

in (r1) was 0.82 and (r2) was 0.62. 

Then the researcher puts in the values 

of SSt, SSw, SSb, MSw, and MSb from 

ANNOVA by losing the influence of 



73 
 

covariate variable on dependent variable 

with the following calculation: 

 

SS`t = SSt (1-rt2) 

 = 9315,38 (1- 0,792) 

 = 9315,38 (1-0,62) 

 = (9315,38). (0,38) 

 = 3539,84 

SS`w = SSw (1-rw2) 

 = 5938,19 (1-rw2) 

Rw = 
2

21 rr +
 

 = 
2

62,082,0 +
 

 = 
2

44,1
 

 = 0,72 

SS`w = 5938,19 (1-0,722) 

 = 5938,19 (1- 0,52) 

 = (5938,19). (0,48) 

 = 2850,33 

 SS`b = SS`t-SS`w 

 = 3539,84-2850,33 

 = 689,51 

 MS`b = 
1

`

−k

bSS
 

 = 
12

689,51

−
 

 = 
1

689,51
 

 = 689,51 

 MS`w = 
1

`

−− kN

wSS
 

 = 
75

2850,33
 

 = 38,00 

 F = 
wMS

bMS

`

`
 

 = 
38,00

689,51
 

 = 18,15 

The finding shows that the value of 

SS`t was 3539.84, the value of SS`w was 

2850.33, the value of SS`b was 689.51, the 

value of MS`w was 38.00, and the value of 

MS`b was 689.51. 

After analysing the data of pre-test and 

post-test by using ANCOVA formula, The 

result of ANCOVA formula shows that the F 

value is 18,14. It means that there was a 

significant difference on English speaking 

skill between students who were taught by 

using role play technique and who were 

taught by using conventional teaching. There 



74 
 

are some interpratative reasons to be 

explained. 

The result of test which is conducted in 

the experimental class and control class. 

From the result of data analysis, it is obtained 

the value of the F observation (F value) is 

18,14 and the degree of freedom (df) is 76 

(obtained from N-2) = (78-2=76). The 

researcher uses the degree of significance of 

1%. In the table of signifance, it can be seen 

that on the degree of significance of 1%, the 

value of degree of significant is 6,96 . If the f 

table compared with the degree of 

significance, the result is 18,14 > 6,96. Since 

the score from the result of calculating, the 

alternative hypothesis (Ha) is accepted and 

the null hypothesis (Ho) is rejected. 

1. If the result of f observation is higher 

than f table, the null hypothesis (Ho) is 

rejected and the alternative hypothesis 

(Ha) is accepted. It means there is a 

significance difference between variable 

X and variable Y 

2. If the result of f observation is lower than 

f table, the null hypothesis (Ho) is 

rejected and the alternative hypothesis 

(Ha) is accepted. It means there is no 

significance difference between variable 

X and variable Y 

 Based on the result of the data 

analysis, it shows that the student’s score of 

speaking taught by role play technique is 

more effective than the conventional 

technique. 

 The role play technique in speaking 

activities gives opportunities for students to 

practice the language through their real 

experiences and activities. The students who 

taught by role play technique learned the 

speaking matery better when the situation 

around them is created naturally. It was more 

meaningful when they learned their 

experience. Role play also produces the 

student who were not only know about what 

they learn or just memorize what the teacher 

considered, but also creating a setting in 

which they learned realistically. 

 On the other hand, there was the 

different procedure in teaching learning 

process. The experimental class used the 

student – centered approach which is the 

student more participate in learning teaching 

process. And the control class used the 

teacher – centered approach. The students of 

experimental class are taught by role play 



75 
 

technique and the students of control class 

are taught by conventional technique. 

 Although the material was taken 

from the same source, it is scaffolding as 

handbook for both of classes, the activities is 

different between each other. The activities 

of experimental class were interactive.  

In this activity, the students were 

divided into some groups and every group 

consist of four students. Then, the teacher 

gives the situational sentences for every 

group. The students discuss the topic and 

make the dialogue based on the situational 

sentences. So, the teacher gives several times 

to tried the dialogue with their partner. In 

the end activity, the students act the dialogue 

in front of the class. From the role play 

activities the students are able to built their 

confidence and increase their speaking in 

speaking activities.  

 Different with the control class 

activities, the activities of control class were 

assumed as boring and unattractive. Some of 

the students were bored, lazy and lost 

concentration in the middle of learning 

process because the main attention was 

directed on the teacher’s explanation. 

Unfortunately, the student could not 

develop and practice their speaking. Because 

the activities controlled and dictated by the 

teacher so they could not improve their 

learning activities in free. 

 The finding shows that both group 

had significant difference. It could be said 

that experimental group was better than 

control group. The fact was known from the 

materials, scores and activities used in 

experimental group that support students 

interest to learn more about speaking skill. 

Meanwhile. It was really different from the 

activities of control group that could not 

effective because the activities was 

dominated on the teacher explanation. 

V. CONCLUSION 

Based on the research conducted in 

VIII 1 class as experimental class and VIII 2 

class as control class of MTS. Ma’arif 

Sidomukti Gresik, the research finding is 

concluded that: 

1. From the result of data analysis of this 

research, it is showed that role play 

technique is more effective than the 

conventional technique which is applied 

for the second grade of Junior High 

School MTs Ma’arif Gresik. Because the 

result of the test is 18,15. It is higher than 

F table, 18,15 > 6,96. 

2. The effectiveness of role play technique 

is showed by the process of the role play 

technique in learning English language. 



76 
 

The role play technique makes the 

speaking and learning activity more 

enjoyable and interesting. It’s because 

role play technique helps the shy 

students by providing a mask. The 

students are released in the conversation 

with their difficulty of speaking skill. In 

addition, it is fun and most students 

enjoy the learning teaching process. The 

role play technique makes the class more 

active and alive. Students are willing to 

participate without any forces from the 

teacher. 

3. The students give the very good 

response about the role play technique. 

Then, it is showed that the student more 

interested to learn speaking by the role 

play technique. And the students have to 

improve their speaking because of role 

play technique which is taught by the 

teacher. 

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