Improving Speaking Skills through Role Play and Drilling Technique
Abstract
To address the classroom problem of limited pronunciation accuracy and low speaking confidence in EFL speaking activities, this Classroom Action Research aimed to improve Grade 11 students' speaking skills through the combined use of Role Play and Drilling Technique. The participants were 43 students of class XI.H in a senior high school. The research was conducted in two cycles consisting of planning, acting, observing, and reflecting. Data were collected through speaking tests, classroom observation, and documentation. The results showed that the class mean increased from 57.21 in Pre-test 1 to 81.86 in Post-test 2, while students reaching the minimum criterion of 75 increased from 0% to 100%. The findings indicate that drilling strengthened pronunciation accuracy through controlled repetition, whereas role play provided meaningful communicative practice. Therefore, the combined sequence improved students' speaking performance by balancing accuracy, fluency, and confidence.
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References
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DOI: https://doi.org/10.31004/jele.v11i5.2854
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