THE IMPACT OF DEBATE DESIGNED WITH ROLE-PLAY ON THE STUDENTS SPEAKING SKILLS IN 11th GRADE AT SMAN 6 KEDIRI ACADEMIC YEAR 2025/2026

Putri, Aprillia Firnanda (2026) THE IMPACT OF DEBATE DESIGNED WITH ROLE-PLAY ON THE STUDENTS SPEAKING SKILLS IN 11th GRADE AT SMAN 6 KEDIRI ACADEMIC YEAR 2025/2026. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

	Text (Full text) RAMA_88203_2214050008.pdf - Accepted Version Restricted to Registered users only Available under License Creative Commons Public Domain Dedication. Download (4MB) | Request a copy
	Text (Similarity) RAMA_88203_2214050008_SIMILARITY.pdf - Accepted Version Available under License Creative Commons Public Domain Dedication. Download (2MB)
	Text (Cover sd BAB 1 + References) RAMA_88203_2214050008_0718017801_0721107201_01_front_ref.pdf - Accepted Version Available under License Creative Commons Public Domain Dedication. Download (555kB)
	Text (BAB 2) RAMA_88203_2214050008_0718017801_0721107201_02.pdf - Accepted Version Restricted to Registered users only Available under License Creative Commons Public Domain Dedication. Download (410kB) | Request a copy
	Text (BAB 3) RAMA_88203_2214050008_0718017801_0721107201_03.pdf - Accepted Version Restricted to Registered users only Available under License Creative Commons Public Domain Dedication. Download (381kB) | Request a copy
	Text (BAB 4) RAMA_88203_2214050008_0718017801_0721107201_04.pdf - Accepted Version Restricted to Registered users only Available under License Creative Commons Public Domain Dedication. Download (519kB) | Request a copy
	Text (BAB 5) RAMA_88203_2214050008_0718017801_0721107201_05.pdf - Accepted Version Restricted to Registered users only Available under License Creative Commons Public Domain Dedication. Download (251kB) | Request a copy
	Text (References) RAMA_88203_2214050008_0718017801_0721107201_06_ref.pdf - Bibliography Available under License Creative Commons Public Domain Dedication. Download (272kB)
	Text (Lampiran) RAMA_88203_2214050008_0718017801_0721107201_07_lamp.pdf - Accepted Version Restricted to Registered users only Available under License Creative Commons Public Domain Dedication. Download (3MB) | Request a copy

Abstract

This study was motivated by the researcher's preliminary observation, which revealed that many eleventh-grade students at SMAN 6 Kediri experienced difficulties in speaking English. Most students lacked confidence in expressing their ideas, hesitated during oral communication, had limited vocabulary, and frequently made grammatical and pronunciation errors. Consequently, their participation in speaking activities remained relatively low. Therefore, an instructional strategy that could encourage active participation and meaningful communication was needed to improve students' speaking skills. The research problems of this study were: (1) How were the students' speaking abilities before and after being taught through debate activities designed with role-play? and (2) Was there any significant impact of debate activities designed with role-play on the students' speaking skills? This study employed a quantitative approach using a pre-experimental research design with a one-group pre-test and post-test design. The participants consisted of 22 eleventh-grade students of SMAN 6 Kediri in the academic year 2025/2026. The research instrument was an interactive speaking test administered as both a pre-test and a post-test. Students' speaking performances were assessed using an analytical speaking rubric adapted from Brown (2004), covering fluency, pronunciation, grammar, vocabulary, and comprehension. The collected data were analyzed using descriptive statistics and a paired-sample t-test through IBM SPSS Statistics. The findings showed that: (1) the students' speaking ability improved after the implementation of debate activities designed with role-play, as indicated by the increase in the mean score from 64.36 in the pre-test to 78.18 in the post-test; and (2) debate activities designed with role-play had a statistically significant positive impact on students' speaking skills, as indicated by the paired-sample t-test result (p = 0.001 < 0.05). Based on these findings, it can be concluded that debate activities designed with role-play are an effective instructional strategy for improving students' speaking skills. English teachers are recommended to implement this strategy to promote active participation, meaningful communication, and students' confidence in speaking English. Future researchers are encouraged to employ quasi-experimental or true experimental designs with control groups, involve larger and more diverse participants, and conduct longer treatment periods to provide stronger and more comprehensive evidence regarding the effectiveness of debate designed with role-play.

Actions (login required)

View Item