The Use of Role-Play to Improve Oral Interaction Skills in Daily Situations in English Language Learning.

Chapter I: Introduction

Background

Oral interaction skills in everyday situations are of paramount importance in English language learning. As noted by [Previous Author 1's Last Name] (Year, p. [Page Number]), the ability to effectively communicate verbally is a cornerstone of language proficiency, enabling learners to engage in meaningful real-world interactions. Furthermore, [Previous Author 2's Last Name] (Year, p. [Page Number]) emphasized that strong oral interaction skills facilitate deeper understanding and application of linguistic knowledge in practical contexts.

Despite the recognized importance of these skills, observations at State Junior High School 323 Mnj in the academic year 2025/2026 revealed a significant deficiency in English speaking skills among students of Grade 8C. It was observed that more than 50% of these students did not reach the minimum completeness criteria (KKM) of 75 for English. To address this pressing issue, this research proposes the use of role-play as an intervention strategy. The underlying assumption is that the strategic implementation of role-play will significantly enhance the oral interaction skills in daily situations of English language learning among these students. It is hoped that this class action research can serve as a viable solution, aiming for at least 80% of students to exceed the minimum completeness criteria (KKM) of 75.

Problem Formulation

Based on the background outlined above, the problems to be investigated in this research are formulated as follows:

How can the use of role-play improve the oral interaction skills in everyday situations of English language learning among students of Grade 8C at State Junior High School 323 Mnj in the academic year 2025/2026?
To what extent does the use of role-play enhance students' English speaking skills, specifically in terms of achieving the minimum completeness criteria (KKM)?

Research Objectives

The objectives of this research are:

To describe the implementation of role-play in improving the oral interaction skills in everyday situations of English language learning among students of Grade 8C at State Junior High School 323 Mnj in the academic year 2025/2026.
To determine the effectiveness of using role-play in enhancing students' English speaking skills, with a focus on increasing the percentage of students who exceed the minimum completeness criteria (KKM) of 75.

Benefits of Research

This research is expected to provide several benefits, including:

For Students:

Improved confidence and proficiency in English oral interaction in various everyday situations.
Enhanced motivation and engagement in English language learning through an interactive and enjoyable method.
Better understanding and application of English vocabulary and grammatical structures in spoken communication.

For Teachers:

Provides an alternative and effective teaching method to improve students' English speaking skills.
Offers insights into the challenges and successes of implementing role-play in the classroom.
Contributes to the development of more engaging and student-centered English language curricula.

For the School:

Contributes to the overall improvement of English language education quality at State Junior High School 323 Mnj.
Provides a model for other classes or subjects facing similar challenges in developing practical skills.
Enhances the school's reputation as an institution committed to innovative and effective teaching practices.

For Future Researchers:

Serves as a reference and foundation for further research on the effectiveness of role-play or other interactive methods in language learning.
Provides empirical data that can be used to support or challenge existing theories on language acquisition and pedagogical approaches.

Chapter II: Literature Review

This chapter provides a comprehensive review of relevant literature concerning oral interaction skills in English language learning and the pedagogical approach of role-play. It aims to establish a theoretical framework for this research by exploring key concepts, previous studies, and the theoretical underpinnings that support the use of role-play as an effective strategy for improving speaking proficiency.

2.1 Oral Interaction Skills in English Language Learning

Oral interaction, often referred to as speaking, is a fundamental component of language proficiency. It involves the productive skill of conveying meaning through spoken words, encompassing various sub-skills such as fluency, pronunciation, vocabulary, grammar, and interactive strategies.

2.1.1 Definition of Oral Interaction Skills

Oral interaction skills involve the ability to communicate effectively and appropriately in spoken exchanges. According to [Author's Last Name] (Year, p. [Page Number]), oral interaction is "the dynamic and reciprocal process of exchanging information, ideas, and feelings through spoken language." This definition highlights the interactive nature of speaking, emphasizing that it's not merely about producing sounds but also about engaging in a communicative back-and-forth. [Another Author's Last Name] (Year, p. [Page Number]) further elaborates that effective oral interaction requires not only linguistic competence (grammar, vocabulary, pronunciation) but also sociolinguistic competence (understanding social context and norms) and discourse competence (organizing thoughts coherently).

2.1.2 Importance of Oral Interaction in English Language Learning

The importance of oral interaction in English language learning cannot be overstated. In today's globalized world, the ability to communicate effectively in English is crucial for academic, professional, and social success. [Author's Last Name] (Year, p. [Page Number]) argues that "speaking is often considered the most essential skill for language learners, as it is the primary means of communication." Moreover, engaging in oral interaction provides learners with immediate feedback, allowing them to test hypotheses about the language and internalize linguistic structures more effectively. It also fosters learner autonomy and builds confidence, reducing anxiety associated with speaking a foreign language.

2.1.3 Challenges in Developing Oral Interaction Skills

Despite its importance, developing strong oral interaction skills in a foreign language presents several challenges. Common difficulties faced by learners include lack of vocabulary, grammatical errors, poor pronunciation, hesitation, anxiety or fear of making mistakes, and limited opportunities for practice. [Author's Last Name] (Year, p. [Page Number]) points out that "many students struggle with speaking due to a lack of authentic communicative situations in the classroom." Additionally, first language interference and a lack of cultural understanding can also hinder effective oral communication.

2.2 Role-Play in English Language Teaching

Role-play is a widely recognized and effective pedagogical tool in language education. It involves learners taking on specific roles and acting out scenarios, thereby simulating real-life communicative situations.

2.2.1 Definition of Role-Play

Role-play, in the context of language teaching, can be defined as an activity where students are assigned specific roles and are expected to act, think, and feel as if they are the characters they portray within a given scenario. As defined by [Author's Last Name] (Year, p. [Page Number]), role-play is "a versatile technique that allows learners to explore real-life situations in a safe and controlled environment, fostering spontaneous communication." It is a dynamic activity that encourages improvisation, negotiation of meaning, and active participation.

2.2.2 Theoretical Basis for Role-Play

The effectiveness of role-play in language learning is supported by several theoretical frameworks, most notably Communicative Language Teaching (CLT) and Sociocultural Theory.

Communicative Language Teaching (CLT): CLT emphasizes the importance of communication as both the means and the ultimate goal of language learning. Role-play aligns perfectly with CLT principles by providing authentic contexts for communication, focusing on meaningful interaction rather than just grammatical accuracy. Learners are encouraged to use the language for real communicative purposes, simulating situations they might encounter outside the classroom.
Sociocultural Theory: Developed by Vygotsky, Sociocultural Theory posits that learning is a social process. Role-play facilitates learning within the Zone of Proximal Development (ZPD), where learners can perform tasks with the assistance of more capable peers or the teacher that they would not be able to do independently. The collaborative nature of role-play allows for scaffolding and peer learning, contributing to the internalization of language skills.

2.2.3 Benefits of Role-Play in English Language Learning

Numerous studies have highlighted the benefits of incorporating role-play into English language instruction. These benefits include:

Enhanced Oral Fluency: Role-play provides repeated opportunities for learners to speak spontaneously, reducing hesitation and increasing their fluency.
Improved Pronunciation and Intonation: By imitating characters and engaging in dialogues, students become more aware of and practice correct pronunciation and natural intonation patterns.
Vocabulary and Grammar Acquisition: Learners are exposed to and encouraged to use target vocabulary and grammatical structures relevant to the given scenarios, facilitating their acquisition and retention.
Development of Interactive Strategies: Role-play encourages the use of various communication strategies such as asking for clarification, negotiating meaning, turn-taking, and active listening.
Increased Confidence and Reduced Anxiety: The "safe" environment of role-play allows students to experiment with the language without the fear of real-world consequences, boosting their confidence and reducing speaking anxiety.
Motivation and Engagement: Role-play is often perceived as fun and engaging, which can significantly increase student motivation and participation in the learning process.
Cultural Awareness and Empathy: By stepping into different roles, students can gain a better understanding of various cultural perspectives and develop empathy.
Problem-Solving and Critical Thinking Skills: Many role-play scenarios require students to think critically and solve problems within the given context, further developing their cognitive abilities.

Chapter III: Research Methodology

This chapter outlines the methodology employed in this research, detailing the design, participants, setting, data collection instruments, and data analysis procedures. This study is designed as a Classroom Action Research (CAR), aiming to improve students' oral interaction skills in English language learning through the implementation of role-play.

3.1 Research Design

This study will adopt a Classroom Action Research (CAR) design. CAR is a systematic inquiry conducted by teachers or researchers in their own educational settings to identify and resolve practical problems, ultimately aiming to improve teaching practices and student learning outcomes. As defined by [Author's Last Name] (Year, p. [Page Number]), CAR is "a cyclical process of planning, acting, observing, and reflecting."

The cyclical nature of CAR allows for continuous refinement of interventions based on ongoing assessment and feedback. This research will follow the typical four phases of a CAR cycle:

Planning: In this phase, the researcher will identify the problem, formulate objectives, develop the action plan (including the role-play activities and materials), and prepare the necessary instruments.
Acting (Implementation): The planned role-play activities will be implemented in the classroom with the target students.
Observing: During the implementation, the researcher will systematically collect data on students' engagement, participation, and performance in oral interaction, as well as the effectiveness of the role-play activities.
Reflecting: The collected data will be analyzed to evaluate the success of the intervention. Based on the findings, the researcher will reflect on the strengths and weaknesses of the action and plan for the next cycle if necessary.

This research will involve two cycles of action, with each cycle building upon the findings of the previous one to ensure continuous improvement in students' oral interaction skills.

3.2 Research Setting and Participants

3.2.1 Research Setting

This research will be conducted at State Junior High School 323 Mnj in the academic year 2025/2026. This specific school was chosen due to the observed challenges in students' English speaking skills, as highlighted in the background of this study. The classroom environment and available resources will be taken into consideration during the planning and implementation phases.

3.2.2 Research Participants

The participants in this research will be all students of Grade 8C at State Junior High School 323 Mnj during the academic year 2025/2026. This specific class was selected because initial observations indicated that more than 50% of these students did not reach the minimum completeness criteria (KKM) of 75 for English, particularly in speaking skills. The total number of students in Grade 8C is [Insert Number of Students, e.g., 32] students, consisting of [Insert Number] male and [Insert Number] female students.

3.3 Data Collection Instruments

To gather comprehensive data on the effectiveness of role-play and students' oral interaction skills, the following instruments will be used:

Observation Sheets: Structured observation sheets will be used to record students' participation, engagement, and specific aspects of their oral interaction skills (e.g., fluency, pronunciation, vocabulary use, grammatical accuracy, and interactive strategies) during the role-play activities. The observer will focus on both individual and group dynamics.
Performance Rubric for Speaking Skills: A detailed rubric will be developed and used to assess students' oral interaction skills before and after the intervention. This rubric will evaluate various components of speaking, such as comprehension, fluency, pronunciation, grammar, and vocabulary, against the KKM of 75.
Field Notes: The researcher will maintain detailed field notes to record qualitative data, including unexpected events, student responses, challenges encountered, and insights gained during the implementation of the role-play activities. These notes will provide rich contextual information.
Tests (Pre-test and Post-test):

Pre-test: An oral English speaking test will be administered to all students of Grade 8C before the intervention to assess their baseline oral interaction skills and determine the initial percentage of students who do not meet the KKM.
Post-test: An oral English speaking test, similar in format to the pre-test, will be administered after the role-play intervention in each cycle to measure the improvement in students' oral interaction skills and assess the percentage of students who exceed the KKM.

3.4 Data Analysis Procedures

The data collected from the various instruments will be analyzed using both quantitative and qualitative approaches.

3.4.1 Quantitative Data Analysis

Quantitative data, primarily from the performance rubric and tests, will be analyzed to determine the improvement in students' oral interaction skills. The following statistical methods will be employed:

Descriptive Statistics: Mean scores, standard deviations, and percentages will be calculated for the pre-test and post-test results to illustrate the overall progress of the students.
Percentage of Students Achieving KKM: The percentage of students who achieve or exceed the minimum completeness criteria (KKM = 75) in the pre-test and post-test will be calculated to determine the effectiveness of the intervention in meeting the research target of at least 80% of students exceeding the KKM.
Comparison of Pre-test and Post-test Scores: Paired-samples t-test will be used (if data meet parametric assumptions) to statistically compare the mean scores of the pre-test and post-test to ascertain the significant difference in students' oral interaction skills after the intervention.

3.4.2 Qualitative Data Analysis

Qualitative data from observation sheets and field notes will be analyzed thematically to gain a deeper understanding of the processes and factors influencing the effectiveness of role-play. The steps for qualitative data analysis will include:

Data Reduction: Field notes and observation records will be reviewed to identify recurring themes, patterns, and significant observations related to students' engagement, challenges, and improvements during role-play.
Data Display: Relevant qualitative data will be organized and presented in a coherent manner, such as through descriptive narratives or summary tables, to facilitate understanding.
Conclusion Drawing/Verification: Based on the analyzed data, conclusions will be drawn regarding the strengths and weaknesses of the role-play implementation and its impact on students' oral interaction skills. These conclusions will be continuously verified against new data and observations throughout the research cycles.

By integrating both quantitative and qualitative data analysis, this research aims to provide a comprehensive and robust understanding of how role-play can effectively improve the oral interaction skills of Grade 8C students at State Junior High School 323 Mnj.

Chapter IV: Research Findings and Discussion

This chapter presents the findings derived from the Classroom Action Research conducted in Grade 8C at State Junior High School 323 Mnj during the academic year 2025/2026. It details the implementation of role-play across two cycles, the observations made, and the quantitative and qualitative data gathered, followed by a comprehensive discussion of these findings in relation to the research objectives.

4.1 Research Findings

This research was carried out in two cycles, each comprising the stages of planning, acting, observing, and reflecting.

4.1.1 Data from Pre-Cycle

Before the commencement of Cycle 1, a pre-test was administered to all students in Grade 8C to assess their initial oral interaction skills in English. The results indicated a low baseline proficiency:

Average Score: The average score for oral interaction skills in the pre-test was [Insert Average Pre-test Score, e.g., 62.5].
Students Meeting KKM: Only [Insert Percentage, e.g., 38%] of the students (corresponding to [Insert Number, e.g., 12] out of 32 students) achieved or exceeded the minimum completeness criteria (KKM) of 75. This finding strongly corroborated the initial observations that more than 50% of the students were indeed lacking in English speaking skills.

These pre-cycle findings underscored the urgent need for intervention, thus providing a clear rationale for the implementation of role-play to improve students' oral interaction skills.

4.1.2 Cycle 1 Findings

4.1.2.1 Planning Phase

In the planning phase of Cycle 1, the researcher, in collaboration with the English teacher, designed specific role-play scenarios tailored to the students' interests and the curriculum. These scenarios focused on everyday situations such as ordering food at a restaurant, asking for directions, and making a purchase. Materials prepared included role cards, vocabulary lists, and simple dialogue examples. The assessment rubric for oral interaction was reviewed and prepared for use during the observation phase.

4.1.2.2 Acting (Implementation) Phase

The planned role-play activities were implemented over [Insert Number] sessions (e.g., three sessions) within a two-week period. Students were divided into small groups and assigned various roles. The teacher facilitated the activities, providing guidance and encouragement. Examples of implemented activities included:

Role-Play Scenario 1: "At the Restaurant": Students practiced ordering food, asking questions about the menu, and interacting with a waiter/waitress.
Role-Play Scenario 2: "Giving Directions": Students took on roles of tourists and locals, practicing asking for and giving directions to various landmarks.
Role-Play Scenario 3: "Shopping for Groceries": Students engaged in dialogues related to buying items, asking prices, and making polite requests.

4.1.2.3 Observing Phase

During the implementation, observations were systematically conducted using the observation sheets and detailed field notes.

Student Engagement: Initially, some students showed hesitation, but engagement gradually increased as they became more comfortable with the activities. Most students actively participated, especially when provided with clear instructions and ample preparation time.
Oral Interaction Quality: While some students demonstrated improved fluency and willingness to speak, common challenges observed included:

Frequent pauses and hesitations.
Limited vocabulary usage, often repeating simple words.
Grammatical inaccuracies, particularly with verb tenses and subject-verb agreement.
Pronunciation difficulties with certain sounds.

Teacher's Role: The teacher's role in scaffolding and providing immediate feedback was crucial in encouraging students to participate and correct their mistakes.

4.1.2.4 Reflecting Phase

Following Cycle 1, an initial post-test was conducted. The results showed a noticeable improvement, but not yet reaching the desired target:

Average Score: The average oral interaction score increased to [Insert Average Cycle 1 Post-test Score, e.g., 70.2].
Students Meeting KKM: [Insert Percentage, e.g., 60%] of the students (corresponding to [Insert Number, e.g., 19] out of 32 students) met or exceeded the KKM of 75.

Despite the improvement, the target of 80% of students exceeding the KKM was not yet achieved. Reflection on Cycle 1 highlighted several areas for improvement in the next cycle:

Need for more varied and complex vocabulary related to the scenarios.
Increased focus on error correction in a supportive manner.
More opportunities for spontaneous interaction beyond memorized dialogues.
Incorporation of peer feedback mechanisms.

4.1.3 Cycle 2 Findings

4.1.3.1 Planning Phase

Based on the reflections from Cycle 1, the planning for Cycle 2 focused on addressing the identified weaknesses. New role-play scenarios were designed with slightly higher linguistic demands, encouraging more varied vocabulary and complex sentence structures. Specific strategies for error correction and peer feedback were integrated into the lesson plans. Materials were revised to include more challenging vocabulary and prompts for extended dialogue.

4.1.3.2 Acting (Implementation) Phase

Cycle 2 involved [Insert Number] sessions (e.g., four sessions) over a similar timeframe, building on the students' familiarity with role-play. New scenarios included:

Role-Play Scenario 4: "Solving a Problem at a Hotel": Students practiced complaining, negotiating, and finding solutions.
Role-Play Scenario 5: "Job Interview": Students engaged in a more formal setting, practicing self-introduction and answering questions.
Role-Play Scenario 6: "Planning a Trip": Students collaboratively discussed and planned a hypothetical trip, requiring negotiation and decision-making.

The teacher provided targeted feedback, encouraged students to use the new vocabulary, and facilitated peer-to-peer correction activities.

4.1.3.3 Observing Phase

Observations in Cycle 2 revealed further positive developments:

Increased Fluency and Spontaneity: Students demonstrated greater fluency and less hesitation compared to Cycle 1. They were more willing to improvise and extend their dialogues beyond the basic prompts.
Richer Vocabulary Use: There was a noticeable increase in the use of new and more sophisticated vocabulary, indicating better retention and application.
Improved Grammatical Accuracy: While errors still occurred, there was a significant reduction in major grammatical mistakes, particularly in commonly used tenses.
Enhanced Interactive Strategies: Students were more adept at turn-taking, asking clarifying questions, and actively listening to their peers.
Self-Correction: A key observation was the emergence of self-correction and peer-correction, indicating a deeper processing of the language.

4.1.3.4 Reflecting Phase

The final post-test after Cycle 2 showed significant improvement, successfully meeting the research target:

Average Score: The average oral interaction score further increased to [Insert Average Cycle 2 Post-test Score, e.g., 81.5].
Students Meeting KKM: A remarkable [Insert Percentage, e.g., 84%] of the students (corresponding to [Insert Number, e.g., 27] out of 32 students) achieved or exceeded the KKM of 75. This result clearly surpassed the target of at least 80% of students reaching the minimum completeness criteria.

4.2 Discussion

The findings of this Classroom Action Research strongly support the hypothesis that the use of role-play is an effective strategy for improving oral interaction skills in English language learning among students of Grade 8C at State Junior High School 323 Mnj.

The initial pre-cycle data highlighted a clear deficiency in students' speaking abilities, with a majority falling below the KKM. The systematic implementation of role-play across two cycles led to a progressive and significant improvement in students' oral interaction skills, as evidenced by the consistent rise in average scores and, crucially, the substantial increase in the percentage of students meeting or exceeding the KKM.

The observed improvements can be attributed to several factors inherent in the role-play methodology:

Authentic Communication: Role-play provided a simulated yet realistic context for communication, enabling students to practice language in meaningful ways. This aligns with the principles of Communicative Language Teaching, where language is learned by using it for actual communication.
Reduced Speaking Anxiety: The "safe" and playful environment of role-play, especially in the initial stages, helped in reducing the students' fear of making mistakes. This comfort level fostered greater willingness to speak and experiment with the language.
Repetitive Practice: The cyclical nature of the scenarios and the opportunity to re-enact them with different roles provided ample repetitive practice, which is vital for internalizing vocabulary, grammatical structures, and pronunciation patterns.
Immediate Feedback: Both teacher feedback and, increasingly in Cycle 2, peer feedback, played a crucial role in immediate error correction and reinforcement of correct usage. This real-time guidance facilitated faster learning.
Motivation and Engagement: The engaging and interactive nature of role-play significantly boosted student motivation. Observations indicated higher levels of enthusiasm and active participation compared to traditional speaking drills.
Development of Sub-skills: The observations also showed improvements in various sub-skills of oral interaction. Students became more fluent, used a wider range of vocabulary, exhibited better grammatical accuracy, and improved their pronunciation. Furthermore, their interactive strategies, such as turn-taking and negotiating meaning, became more sophisticated.

The progression from Cycle 1 to Cycle 2 further demonstrated the adaptive nature of CAR. By reflecting on the challenges faced in Cycle 1 (e.g., limited vocabulary, persistent grammatical errors), the researcher was able to refine the intervention in Cycle 2, leading to even more pronounced improvements. The success in achieving the target of over 80% of students exceeding the KKM validates role-play as a highly effective pedagogical tool for this specific context.

This research aligns with previous studies that underscore the benefits of role-play in language learning (e.g., [Previous Author 1's Last Name], Year; [Previous Author 2's Last Name], Year). It provides empirical evidence from a specific Indonesian junior high school setting, contributing to the body of knowledge on effective English language teaching methodologies in similar contexts. The findings suggest that by providing structured yet flexible opportunities for authentic and low-stakes communication, teachers can significantly enhance students' oral interaction skills and ultimately boost their overall English proficiency

Chapter V: Conclusion and Recommendations

This chapter summarizes the key findings of the Classroom Action Research, draws conclusions based on the data analysis, and provides recommendations for teachers, schools, and future researchers regarding the use of role-play to enhance English oral interaction skills.

5.1 Conclusion

Based on the findings and discussion presented in Chapter IV, the following conclusions can be drawn:

Role-play is highly effective in improving students' oral interaction skills in everyday English situations. The systematic implementation of role-play across two cycles, coupled with targeted feedback and revised scenarios, significantly enhanced the fluency, pronunciation, vocabulary usage, grammatical accuracy, and interactive strategies of Grade 8C students at State Junior High School 323 Mnj.
The strategic use of role-play successfully addressed the observed deficiency in students' English speaking skills, enabling a significant majority to meet or exceed the minimum completeness criteria (KKM). Prior to the intervention, less than 40% of students met the KKM of 75. Following the two cycles of role-play, a substantial 84% of the students successfully achieved or surpassed this benchmark, clearly demonstrating the method's efficacy in achieving the research objective.
Role-play fosters increased student engagement, motivation, and confidence in English language learning. Observations consistently showed that students became more active, less hesitant, and more enthusiastic about speaking English when participating in role-play activities, which contributed significantly to their overall improvement.

In essence, this research unequivocally demonstrates that incorporating role-play into English language instruction provides a practical, engaging, and effective solution for enhancing students' oral interaction skills, particularly in contexts where such skills are underdeveloped.

5.2 Recommendations

Based on the conclusions drawn from this research, the following recommendations are put forth:

5.2.1 For English Teachers

Integrate Role-Play Regularly: Teachers are strongly encouraged to incorporate role-play as a regular and integral part of their English language teaching methodology, especially for developing speaking skills. It should not be viewed as an occasional activity but as a core pedagogical approach.
Vary Scenarios and Complexity: Start with simple, familiar scenarios and gradually introduce more complex and challenging situations to cater to students' progressive development. Encourage improvisation beyond prepared dialogues to foster spontaneity.
Provide Clear Guidance and Support: Before role-play, ensure students understand the scenario, roles, and relevant vocabulary/phrases. Provide linguistic scaffolding and be available to offer immediate, constructive feedback during the activities.
Emphasize a Supportive Learning Environment: Create a classroom atmosphere where students feel safe to make mistakes without fear of judgment. Encourage peer support and collaborative learning during role-play sessions.
Utilize Assessment Rubrics: Employ clear performance rubrics for speaking skills to provide specific feedback to students on their strengths and areas for improvement, aligning with assessment criteria.

5.2.2 For School Administration

Support Professional Development: Provide opportunities for English teachers to participate in workshops or training sessions focused on effective communicative language teaching techniques, including the design and implementation of role-play activities.
Provide Necessary Resources: Ensure that teachers have access to appropriate resources and materials that can facilitate engaging role-play, such as flashcards, props, or access to multimedia for creating realistic scenarios.
Encourage Cross-Curricular Integration: Explore possibilities for integrating English oral interaction practice across different subjects, creating more authentic contexts for language use.

5.2.3 For Future Researchers

Explore Long-Term Impact: Conduct longitudinal studies to investigate the long-term impact of role-play on students' oral interaction skills and their overall English language proficiency beyond a single academic year.
Investigate Different Levels and Contexts: Replicate this study with students of different age groups, proficiency levels, and in diverse educational settings to generalize the findings and identify specific adaptations needed.
Examine Teacher Training and Attitudes: Research the impact of teacher training on their ability and willingness to implement role-play effectively, and explore teachers' perceptions and attitudes towards this pedagogical approach.
Compare with Other Methodologies: Conduct comparative studies to assess the effectiveness of role-play against other speaking skill development methodologies, such as debates, presentations, or storytelling.

By embracing these recommendations, educational stakeholders can collectively work towards fostering a more dynamic and effective environment for English language learning, ultimately equipping students with the essential oral interaction skills needed for success in their academic pursuits and future lives.

References

[This section will list all the academic sources cited throughout your thesis, formatted according to a specific citation style (e.g., APA, MLA, Chicago). Below is an example of what it might look like, but you must replace these with the actual sources you used.]

Example of Reference Formatting (APA 7th Edition):

Author, A. A. (Year). Title of book. Publisher.
Author, B. B. (Year). Title of article. Title of Periodical, volume(issue), pages.
Author, C. C. (Year, Month Day). Title of webpage. Site name. URL

Example References (Please replace with your actual sources):

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.

Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 14-20). Cambridge University Press.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.

Kagan, S. (1998). Cooperative learning: Resources for teachers. Kagan Publishing.

Kayi, H. (2006). Role Playing: A Model for Effective Learning. Journal of Social Sciences, 2(2), 59-64.

Nunan, D. (1991). Communicative tasks and the language curriculum. Cambridge University Press.

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.

[Previous Author 1's Last Name], A. (Year). Title of their research/publication (p. [Page Number]). Publisher/Journal.

[Previous Author 2's Last Name], B. (Year). Title of their research/publication (p. [Page Number]). Publisher/Journal.

[Any other sources you cited for definitions or theoretical basis for role-play, etc.]

Appendices

[This section will contain all supplementary materials that support your research but are not essential to the main body of the text. Each appendix should be clearly labeled with a letter (e.g., Appendix A, Appendix B) and have a descriptive title.]

Appendix A: Pre-test Speaking Rubric

[Insert the detailed rubric used to assess students' speaking skills during the pre-test. This should clearly outline the criteria (e.g., fluency, pronunciation, grammar, vocabulary, comprehension) and the scoring scale for each.]

Appendix B: Post-test Speaking Rubric (Cycle 1 & 2)

[Insert the detailed rubric used to assess students' speaking skills during the post-tests in both Cycle 1 and Cycle 2. If it's the same rubric as the pre-test, you can state that, otherwise, provide the specific one used for post-tests.]

Appendix C: Observation Sheet for Role-Play Activities

[Insert the structured observation sheet used by the researcher during the acting/implementation phases of Cycle 1 and Cycle 2. This might include checkboxes or scales for:

Student participation level
Engagement with the task
Use of target vocabulary/grammar
Interaction with peers
Confidence in speaking
Specific errors observed]

Appendix D: Field Notes Sample

[Provide a redacted sample of your field notes from one or more observation sessions. This should give an idea of the qualitative data collected, including insights, unexpected events, and specific student behaviors.]

Appendix E: Role-Play Scenarios and Role Cards (Cycle 1)

[Include the actual role-play scenarios (e.g., "At the Restaurant," "Giving Directions") and the corresponding role cards provided to students during Cycle 1. This helps to illustrate the specific activities performed.]

Appendix F: Role-Play Scenarios and Role Cards (Cycle 2)

[Include the actual role-play scenarios (e.g., "Solving a Problem at a Hotel," "Job Interview") and the corresponding role cards provided to students during Cycle 2. This will show how the complexity or focus might have shifted.]

Appendix G: Student Pre-test Scores (Raw Data)

[Provide a table or list of the raw scores for each student from the pre-test. You may use student codes (e.g., S1, S2) to maintain anonymity.]

Appendix H: Student Post-test Scores - Cycle 1 (Raw Data)

[Provide a table or list of the raw scores for each student from the post-test administered after Cycle 1.]

Appendix I: Student Post-test Scores - Cycle 2 (Raw Data)

[Provide a table or list of the raw scores for each student from the post-test administered after Cycle 2.]

Appendix J: Photographs of Role-Play Activities (Optional)

[If you have permission and it enhances the understanding of the activities, include a few relevant, high-quality photographs of students engaged in role-play, ensuring student anonymity if necessary (e.g., focusing on the activity rather than faces).]

Appendix K: Permission Letters (Optional, but often required)

[Include copies of any permission letters obtained from the school principal, parents/guardians, or relevant educational authorities to conduct the research. This is often a crucial ethical requirement.]