<![CDATA[Abstrak: Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh rendahnya keberanian siswa dalam menggunakan bahasa Inggris secara lisan serta terbatasnya kesempatan praktik speaking berbasis role-play. Tujuan kegiatan ini adalah memberikan pendampingan speaking berbasis role-play untuk menciptakan pembelajaran yang lebih komunikatif serta mendukung penguatan kosakata dan kepercayaan diri siswa dalam berbicara bahasa Inggris. Kegiatan dilaksanakan kepada 104 siswa sekolah menengah pertama di Pontianak melalui pendekatan Communicative Language Teaching (CLT) dengan tahapan Presentation–Practice–Production (PPP). Evaluasi dilakukan melalui observasi partisipasi siswa, wawancara singkat, dan angket skala Likert yang terdiri atas 10 pertanyaan. Persentase hasil dihitung berdasarkan jumlah respons positif siswa pada kategori sangat setuju dan setuju. Hasil evaluasi menunjukkan bahwa 76% siswa menyatakan pembelajaran menyenangkan, 76% menyatakan materi mudah dipahami, 71% mengalami peningkatan penguasaan kosakata, 63% siswa merasa lebih percaya diri dalam berbicara bahasa Inggris, dan 61% menyatakan siswa lebih berani berbicara di depan kelas Hasil ini menunjukkan bahwa pendampingan speaking berbasis role-play memperoleh respons positif dari siswa dan mendukung terciptanya pembelajaran ayng lebih interaktif dan komunikatif. Walaupun demikian, karena evaluasi belum menggunakan tes berbicara dalam secara langsung, hasil kegiatan ini belum dapat digunakan untuk menyimpulkan peningkatan kemampuan berbicara (speaking) siswa secara objektif.Abstract: This community service activity was motivated by students’ low willingness to use English orally and limited opportunities for interactive speaking practice in the classroom. The purpose of this activity was to provide role-play-based speaking mentoring to create more communicative learning and support students’ vocabulary development and confidence in speaking English. The activity involved 104 junior high school students in Pontianak and was implemented using the Communicative Language Teaching (CLT) approach through the Presentation–Practice–Production (PPP) stages. The evaluation was conducted through student participation observation, short interviews, and a Likert-scale questionnaire consisting of 10 statements. The percentages were calculated based on the number of positive responses in the strongly agree and agree categories. The evaluation results showed that 76% of students considered the activity enjoyable, 76% stated that the material was easy to understand, 71% reported that speaking practice helped them acquire more vocabulary, 63% felt more confident speaking English, and 61% stated that they were more willing to speak in front of the class.. These findings indicate that role-play based speaking mentoring received positive responses from students and supported the creation of interactive and communicative learning environment. Howevr, since the evaluation did not include direct speaking performance tests, the activity cannot objectively conclude the improvement in students’ speaking ability.]]>
