Teacher responses of inserting role-playing strategy in EFL classroom

Djaguna, Fahmi
Langasa, Ivon Asry
Husain, Balqis
Swara, Marrieta Moddies

Journal of Research in Instructional
Vol. 1 No. 2 (2021): Journal of Research in Instructional

The aim of this research was to find out whether the teachers responded in inserting role play when they taught speaking. This research used a qualitative design and descriptive approach. The respondent of this research was 22 Senior High School and Junior High School teachers. In collecting the data, the researcher used a questionnaire and SPSS to analyze the data. The results show that the role-playing strategy consisted of four indicators: promote exhilaration, build self-confidence, encourage communication, and language acquisition improvement. Based on the research from the questionnaire, it can be concluded that all of the teachers have used the role-playing strategy in teaching speaking.