<![CDATA[The courage to perform in front of the class is an important ability that needs to be developed from elementary school level. However, many students still experience anxiety when they are asked to tell stories, answer questions, or give simple presentations. This condition makes students feel shy, afraid of making mistakes, less confident, and reluctant to participate actively in learning activities. This article aims to examine the strategies of positive self-talk and role-play in improving elementary school students’ courage to perform. The research method used is a Systematic Literature Review (SLR) by reviewing 15 relevant scientific articles. The results of the review show that positive self-talk helps students reduce negative thoughts and build self-confidence before performing, while role-play provides students with speaking practice in a safe and enjoyable atmosphere. The combination of these two strategies can help reduce anxiety, increase self-confidence, improve communication skills, and encourage students’ active participation in learning. Therefore, positive self-talk and role-play can be used as effective alternative learning strategies to improve elementary school students’ courage to perform.]]>
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