THE EFFECT OF THE WINDOW SHOPPING ROLE-PLAY ON THE ELEVENTH-GRADE STUDENTS' SPEAKING AT SENIOR HIGH SCHOOL 1 PURWOASRI KEDIRI

Fadila, Nurma (2026) THE EFFECT OF THE WINDOW SHOPPING ROLE-PLAY ON THE ELEVENTH-GRADE STUDENTS' SPEAKING AT SENIOR HIGH SCHOOL 1 PURWOASRI KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

The purpose of the research was to investigate the effect of the window shopping role-play method on the speaking skills of eleventh-grade students at senior high school 1 Purwoasri, Kediri. To communicate effectively, mastering speaking is crucial for EFL learners, yet students commonly struggle with limited vocabulary, poor pronunciation, lack of confidence, and fear of making errors. Traditional teacher-centered drills and textbook-oriented approaches often fail to provide meaningful and interactive speaking practice. A first look at the data indicates that students' speaking proficiency is considerably low and an innovative teaching intervention is necessary. This study was conducted in the academic year 2025/2026. Due to practical constraints and limited time for data collection, this research adopted a pre-experimental design with a one-group pretest-posttest approach. The design involves a single intact class, exposing the students to three treatment sessions themed on money management, electronic devices, and healthy lifestyle. The sample consisted of 23 eleventh-grade students. The students' speaking ability was measured by administering both a pre-test and a post-test, focusing on four key indicators: grammar, vocabulary, pronunciation, and fluency. The collected data were analyzed using SPSS version 27. Since the scores were not normally distributed based on the Shapiro-Wilk test, the non-parametric Wilcoxon Signed Rank Test was utilized to test the hypothesis. The findings revealed significant improvements across all aspects. The mean score increased substantially from 49.99 on the pre-test to 64.95 on the post-test. Vocabulary demonstrated the highest gain (20 points), followed by grammar (17 points), while pronunciation and fluency each improved by 6 points. Notably, 22 out of 23 students (95.7%) showed a rise in their scores, with a Z-value of -4.122 and a significance level of p < 0.001, which led to the rejection of the null hypothesis. What makes this model appealing is its capacity to simulate authentic real-world interactions through window shopping scenarios, resulting in a more spontaneous, collaborative, and less stressful learning atmosphere that boosts students' confidence. The results confirm that the window shopping role-play effectively improves speaking skills. For educational practice, teachers should integrate this method to enhance engagement and reduce speaking anxiety, moving away from textbook-dominated instruction. Future research is advised to implement longer treatment periods, involve larger and more diverse samples, and utilize mixed-methods approaches to better understand its effectiveness. Finally, this study highlights the necessity of updating English pedagogy to suit the dynamic needs of contemporary learners.

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