<![CDATA[This qualitative study with a phenomenological orientation explores the role of role playing in developing speaking skills at TK Islam Al-Kautsar, Bekasi. Data were obtained through classroom observations, teacher interviews, and documentation concerning 11 children in Group B1. The participant records indicate an age range of 5–7 years, although the initial narrative describes the group as aged 5–6 years. Before implementation, the research account describes limited vocabulary, brief responses, hesitation, and low speaking confidence. Role playing was organised through five stages: selecting familiar themes, explaining stories and modelling dialogue, practising in small groups, performing for classmates, and providing feedback. Six sessions offered opportunities to communicate in shopping, medical, family, school, restaurant, and postal situations. The teacher reported broader vocabulary use, more elaborated sentences, greater willingness to speak, and improved confidence. Supportive conditions included manageable roles, appealing props, sensitive teacher guidance, and a classroom atmosphere that accepted mistakes. Time constraints, limited adult availability, uneven concentration, and initial shyness complicated implementation. Family communication was identified as a relevant contextual influence through the teacher’s perceptions. The findings suggest that structured role playing can provide meaningful speaking opportunities when accompanied by responsive facilitation. However, the single-class qualitative design and incompletely specified descriptive measures do not establish causal effectiveness. The study offers practical insight into implementation processes while highlighting the need to verify demographic records and assessment procedures.]]>
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