Publication Search

This study aims to systematically examine empirical evidence on the effectiveness of role play in improving EFL students' speaking skills. Using Systematic Literature Review (SLR) methodology guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles obtained from Google Scholar, ERIC, and Scopus databases. Inclusion criteria focused on studies investigating role play as an instructional technique targeting speaking skills in EFL or ESL contexts. Findings reveal that role play consistently and significantly improves key speaking components including fluency, accuracy, pronunciation, vocabulary, and confidence. Additionally, role play reduces speaking anxiety and promotes a more communicative and interactive learning environment. This review also identifies moderating factors such as class size, student proficiency level, and teacher facilitation quality that influence role play effectiveness. These findings suggest that role play is a highly effective pedagogical strategy for improving speaking competence, particularly in EFL contexts, and its systematic integration into curriculum design is strongly recommended.

English speaking skill is a crucial competence for university students, particularly those involved in student organizations focusing on language development. Members of English clubs are expected to actively use English in academic and organizational contexts; however, many still face challenges related to pronunciation accuracy, fluency, limited active vocabulary, and low confidence. These challenges are often caused by limited structured speaking practice and insufficient integration between digital learning tools and communicative pedagogy.This community service program aimed to enhance the English-speaking skills of members of the Bhamada English Club at Universitas Bhamada Slawi through the utilization of the Duolingo application integrated with a Task-Based Learning (TBL) approach. The program was implemented through three stages: preparation, implementation, and evaluation. Activities included needs analysis, speaking pre-test, guided Duolingo practice focusing on pronunciation and speaking features, task-based speaking activities, and post-test evaluation.The results demonstrated improvements in pronunciation accuracy, speaking fluency, and participants’ confidence in using English orally. The integration of Duolingo as a source of comprehensible input and Task-Based Learning as a communicative output strategy proved effective in enhancing speaking skills. This program indicates that technology-supported task-based instruction can serve as an effective and sustainable model for improving English speaking skills among university students.

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.

This research was motivated by the low level of children’s speaking ability in learning activities. This study aims to improve the speaking skills of children aged 5–6 years at Raudhatul Athfal Mas’udi and to examine how animated video learning is implemented to enhance the speaking skills of children aged 5–6 years at Raudhatul Athfal Mas’udi. The method used in this study is a qualitative method with the type of Classroom Action Research (CAR). The subjects of this study were Group B students of Raudhatul Athfal Mas’udi Pontianak, totaling 17 children. There are three aspects examined in this study, namely understanding information that is heard, repeating more complex sentences, and answering more complex questions. To obtain the data, this research used observation, interviews, and documentation. The results of the study show that children’s speaking skills before and after each cycle experienced a very good improvement. Thus, animated videos are proven to be effective in improving children’s speaking skills.

This study aims to describe the application of role-playing techniques in group guidance to improve self-confidence in adolescents at Rantepao Christian High School. A descriptive qualitative approach was used with eight eleventh-grade students with low self-confidence, identified through initial observations and interviews. Data were collected through in-depth interviews, participant observation during eight group guidance sessions, and documentation such as student reflection journals. Data analysis followed the Miles and Huberman model, including data reduction, data presentation, and conclusion drawing. The results showed that role-playing techniques were effective in improving students' self-confidence, as evidenced by increased active participation, group speaking skills, and positive self-expression post-intervention. Students were initially hesitant and shy, but after role-playing in social scenarios such as presentations and peer interactions, they showed significant behavioral changes. Supporting factors included a supportive group atmosphere and positive feedback from counselors and peers. This study contributes to guidance and counseling practices in Christian schools, emphasizing the importance of experiential methods such as role-playing for adolescents in the North Toraja community. Practical implications are recommended for guidance and counseling teachers to integrate this technique into student self-development programs.

This study aims to identify various problems faced by students class VII at junior high school Satu Atap Sukun in learning to speak English, as well as the role of teacher in overcoming these challenges, specifically with seventh-grade students. The researcher is interested in exploring the issues faced at junior high school Satu Atap Sukun and the strategies implemented by teacher to help students overcome these difficulties. The research method used is qualitative, with data collection techniques through interviews and observations. The results found in this study indicate that the researcher identified problems in learning English speaking skills among students class VII at Junior High School Satu Atap Sukun, as well as the teacher strategies to solve these problems. The problems experienced by the students class VII at Junior High School Satu Atap Sukun are as follows: no experience in English learning from the basics, lack of motivation to English learning, lack of self-confidence, limited English vocabulary, very limited time for English learning, lack of learning facilities and teaching media, no English speaking practice outside of school, and the influence of an environment that uses the mother tongue. Meanwhile, the teacher strategies to overcome the English speaking problems among students class VII at Junior High School Satu Atap Sukun include group discussion strategy, role-play strategy, and whisper relay strategy.

Waste management is an urgent environmental issue that requires active community participation. This study aims to analyze the speaking skills of members of the Sapu Lidi Community in Pekalongan during waste management discussions, a community that actively processes organic waste into valuable products such as eco-enzyme. Using a qualitative approach and an ethnographic case study design, this research explores speaking skills within its natural social context. Data were collected through in-depth interviews and non-participatory observation of community discussions, then analyzed using thematic analysis techniques. The findings show that the community members' speaking skills are characterized by fluent delivery, appropriate and credible word choice, and a persuasive, egalitarian, and humorous speaking style. Community members utilize rhetorical strategies such as humor, calls to action, and concrete evidence such as harvest results to build participation and environmental awareness among residents. The application of dialogic communication and the integration of verbal delivery with hands-on practice demonstrations proved effective in achieving the community's goals. Academically, this research contributes to environmental communication studies within grassroots communities. Practically, the findings can serve as a foundation for developing speaking skills training for volunteers in similar communities in other areas.

This study investigates students’ perceptions of Smalltalk2Me, an artificial intelligence (AI)-powered conversational assistant designed to improve speaking skills in classroom learning. The main objective of this research is to explore how students perceive the tool’s effectiveness, usefulness, interactivity, and overall learning experience when using it for speaking practice. The research employed a qualitative descriptive method, with data collected through semi-structured interviews involving students who had used Smalltalk2Me as part of their English-speaking activities. The interview data were analyzed thematically to identify emerging patterns related to engagement, motivation, and skill development. The findings reveal that students view Smalltalk2Me as an effective and accessible tool that enhances speaking fluency and confidence since it allows practice anytime and anywhere. Students also appreciate its realistic conversation simulations and personalized feedback, which help them recognize pronunciation errors, improve vocabulary use, and refine sentence structure. Additionally, the AI assistant creates a supportive and low-anxiety learning environment, making learners more comfortable expressing themselves in English. Overall, the study concludes that Smalltalk2Me serves as a valuable supplementary tool for improving students’ speaking competence and fostering autonomous learning in technology-enhanced language classrooms.

Low English proficiency remains a problem for the younger generation in Mimika Regency, particularly in speaking skills. Additionally, the flow of modernization influences the low appreciation of society, especially the younger generation, towards local culture, with the emergence of popular culture. This community service activity offers an English Storytelling Competition as a creative and innovative educational medium to integrate English competency and the preservation of the local culture of indigenous communities in Mimika Regency. This program used a collaborative approach/community-based participatory approach (CBPA) through community involvement in the planning, script preparation, workshops, competitions, and reflection stages, together with the utilization of existing local strengths and wisdom. The main purpose of this program is to encourage social change in the community, which includes: (1) increasing oral English skills in the young generation in Mimika. (2) the presence of awareness and pride in the importance of preserving local culture, and (3) the creation of a community environment that provides appreciation for local cultural products that grow together with global challenges. The results of the activity showed an increase in English communication skills, growing self-confidence in students, and the presence of creativity in interestingly packaging Amungme-Kamoro folklore. In addition, this activity brings a new awareness of the importance of preserving local culture, potential leaders who dare to appear in public, and presents a new institution in the form of a space competition that combines aspects of language and cultural education.

This research is motivated by the low speaking ability of children in group A of RA Tarbiyatul Khoiriyah. This problem is caused by the lack of varied learning methods and the use of learning media that have not been able to optimally attract children's attention and interest. In fact, speaking ability is an important aspect in early childhood language development, which plays a role in communication and further learning processes. Therefore, an innovative and interesting approach is needed to encourage children's speaking skills. This research aims to develop children's speaking ability through storytelling activities using Paflaber (Pictured Flannel Board) as an interactive visual aid. This research uses the Classroom Action Research (CAR) approach model Kemmis and Taggart, which is implemented in three cycles. Each cycle consists of planning, implementation, observation, and reflection stages. The subjects in this study were 20 children aged 4–5 years, consisting of 10 boys and 10 girls. The instruments used in the research included open modules, child performance assessment sheets, as well as observation notes and activity documentation. The results showed a significant increase in children's speaking ability in each cycle. Learning completion increased from 30% in the pre-action phase to 40% in cycle I, 60% in cycle II, and 85% in cycle III. The implications of this research result indicate that Paflaber media is very effective in improving the speaking skills of early childhood children. This media not only helps children understand the content of the story through visualization but also stimulates active involvement and verbal interaction. Therefore, Paflaber media is recommended as one of the creative learning strategies that can be implemented by early childhood teachers to develop children's language skills in a fun and meaningful way.

This study aimed to analyze the effect of vlog towards students' speaking skills. the method used quasi-experimental. This study was conducted at the tenth grade of SMAN 2 Situbondo. The population was consisted of at least 360 students while the samples were 60 students divided into two classes. 30 students for the experimental class and 30 students for the control class. The sample was selected by purposive sampling. The experimental class was taught using vlog and control class without using vlog. Initially, before treatment, the experimental class's average score of 57.6 and the controlled class's score of 58.66. on the other hand, after following treatments that the experimental class received instruction via video blog had average was 67.73, and their gained score was 10.13., outperformed the control class that did not receive video blog instruction with students' average score being 64.26 and their gained score being 5.6. Besides, the paired t-test indicates that the experimental class scored average was 67.73 higher than the controlled class was 64.27. with a Sig. (2-tailed) (p) of 0.001 and a Sig. Alpha (α) of 0.05. In short, p < (α). It indicates that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Overall, the results indicate that the use of video blogs has a moderate impact on the students’ speaking skill at the tenth grade of SMAN 2 Situbondo.

This research is about the effect of forum group discussion method towards student’s speaking skill at the tenth-grade student’s. This research aimed to know whether the effect of forum group discussion method towards the students’ speaking skill effectively at the tenth grade of MTs NW MONTONG MAS. This research applied Pre-Assessment, Cycle 1 and Cycle 2. The population of this research was students in the 11th grade and the sample of this research consists of 25 students of MTs NW MONTONG MAS. The Researcher collected the data by giving the pre-assessment, cycle 1 and cycle 2, formulated in an oral test containing the speaking test. The data collected through pre-assessment, cycle 1 and cycle 2 were firstly tabulated and analyzed in percentage. The result could see that the percentages of students’ speaking skill were improved in each cycle. The result of students’ speaking was always positive and increased well, the improvement of students’ speaking skill occurred from pre-assessment until last cycle.

This study aims to examine the implementation of a differentiated learning model in improving maritime English language competency among maritime college students in Indonesia. The background of this study is based on the maritime world's need for graduates with good English language competency, especially in professional and technical contexts. The approach used was a mixed method, namely a combination of quantitative and qualitative methods within a classroom action research framework implemented over two learning cycles. Data were collected through English language competency tests, observations, and in-depth interviews. The results showed a significant increase in all aspects of maritime English competency. The highest increase occurred in speaking skills at 44.38%, while the lowest increase was in maritime vocabulary comprehension at 30.25%. After the implementation of the differentiated learning model, 78.33% of students were in the "Good" and "Very Good" competency categories. Although in the initial stages of implementation there were challenges in students' adaptation to learning methods that differ from conventional learning, these obstacles were successfully overcome through a project-based learning strategy. This strategy is considered the most effective because it is able to provide an authentic context and approximate the real conditions in the maritime workplace. Thus, it can be concluded that the differentiated learning model has proven effective in improving students' maritime English language competency. This study recommends the broader implementation of similar models in English language learning programs at maritime institutions.

This research aims to improve speaking skills through the show and tell method of grade IV students of SD Negeri 204/IV Jambi City. This research is a type of Classroom Action Research (PTK). The subject of the study was grade IV students of SD Negeri 204/IV Jambi City which amounted to 31 students. The data collection methods used are observation, tests, and documentation. The data analysis techniques used in this study are qualitative descriptive and quantitative descriptive. The learning action in cycle I did not experience obstacles in linguistic aspects such as vocabulary/expressions or diction. And non-linguistic aspects that include courage and attitude. Actions in cycle II have increased both in linguistic and non-linguistic aspects. The linguistic aspect includes speech, vocabulary/diction, and sentence determination. Non-linguistic aspects include fluency, mastery of material, courage and attitude. The improvement is shown by an increase in the value of students' speaking skills. The increase that occurred was the average score of student pre-action of 63.9 with a percentage of 19% completion, the average score in the first cycle of students was 70.3 with a percentage of completeness of 55%, the percentage of speaking skills action through the show and tell method was 57%, the average evaluation in cycle II was 78.8 with a percentage of 90% completeness. And this can also be seen from the percentage of speaking skills actions through the show and tell method, which is 80%.

In order to improve the quality of education, speaking skills are one of the important aspects that students need to have. However, in reality the speaking skills of class IV students at State Elementary School 67 are still low. Therefore, this research aims to improve students' speaking skills through the application of role-playing methods. This research uses the Kemmis and McTaggart model which consists of four stages, namely planning, action, observation and reflection. In this way, it is hoped that students' speaking skills can improve and become more effective in communicating. Based on the results of observing teacher activities in cycle I, results were obtained with a percentage of 75%, then in cycle II teacher activity increased to 92% with very good qualifications. Meanwhile, the results of observing student activities in cycle I obtained a result of 73.73% and increased in cycle II to 88% with very good qualifications. Based on these data, it shows that there has been an increase in teacher and student activity in implementing role-playing methods in the learning process. Thus it can be concluded that the application of the role playing method is able to improve students' speaking skills in learning Indonesian for class IV students at State Elementary School 67.

This study aims to analyze the impact of literacy movements on language comprehension among students of the Islamic Communication and Broadcasting Program (KPI) at Universitas Islam Bandung. Using a qualitative approach with a descriptive design, the research explores the implementation of literacy movements, their influence on reading, writing, and speaking skills, as well as challenges faced by students. The findings show that literacy movements significantly enhance students’ language comprehension, both in academic and da’wah contexts. Identified challenges include low motivation, limited time, and inadequate supporting facilities. Proposed solutions include integrating literacy into courses, developing facilities, and implementing digital literacy programs. These findings are expected to serve as a reference for strengthening literacy movements in higher education.

This article aims to examine the role of picture books in enhancing language skills in early childhood from the perspective of children's literature studies. Picture books are considered an effective medium in supporting children's language development because they combine visual and narrative elements that enrich the child's learning experience. Through picture books, children can not only develop vocabulary but also understand language structure, improve listening and speaking skills, and stimulate their imagination. This indicates that engaging and educational picture books can enhance children's language skills, particularly in word recognition, sentence development, and storytelling abilities. Therefore, picture books are a highly beneficial tool in improving language skills in early childhood and should be considered in early childhood education curricula.    

Applying storytelling techniques using puppet media is an interesting method for increasing interest in reading in young children. This technique uses dolls as a visual medium that can attract children's attention, thus making the storytelling process more interactive and fun. Dolls, which act as characters in the story, are able to make the story more alive and make it easier for children to understand the message they want to convey. Apart from that, this technique encourages children to participate more actively, both in listening to stories and in responding to the stories being told, which in turn increases their interest in books and reading activities.The use of puppet media in telling stories can enrich children's learning experiences, because it not only develops listening and speaking skills, but also stimulates children's imagination, introduces new vocabulary, and forms a more creative way of thinking. With a more enjoyable atmosphere, children become more interested in reading books that contain similar stories, which helps strengthen their relationship with the world of literacy. Therefore, storytelling techniques using puppet media are an effective approach to introduce literacy from an early age, increase children's interest in reading, and develop their language skills.

This article discusses community service program in socialization on the importance of Public Speaking for students of SMPN 2 Nagawutung, in Nagawutung District, Lembata Regency. This activity was motivated by the importance of public speaking skills in digital and globalization era, as well as the limited access to training in rural areas. The aim of this program was to increase awareness, confidence, and public speaking skills of students. Methods used were observation, lectures, simulation, evaluation, and feedback. The activity was carried out on August 2, 2024, involving students from grades 7, 8, and 9. The material provided covered the importance of public speaking, basic techniques of public speaking, and strategies for overcoming anxiety. Results showed positive responses from the village government, school officials, and students.  Students showed enthusiasm and interest in the presented material. In conclusion, this program successfully increased students' awareness of the importance of public speaking skills in their academic and social lives. Recommendations include further training and development of extracurricular activities focused on public speaking to support the ongoing development of students' interests and talents.

Community service activities at the Dharma Jati II Orphanage are communicative English language assistance that emphasizes speaking skills. The problem that arises in partners is that there is no English language training and development provided by the orphanage. The desire of the orphanage administrators in improving children's English skills, especially in speaking, is very large considering the importance of mastering English as an international language in this era of globalization. The purpose of this community service is to provide English language assistance to orphanage children so that they are able to improve their English skills, especially in speaking. The method used goes through three stages, namely the preparation stage, the implementation stage, and the evaluation stage. The results obtained from the assistance are a good method to use is role playing with occasionally slipping games that are fun for the orphanage children. In the future, this activity will be carried out more often to help orphanage children improve their English language skills, not only speaking skills, but also in 3 other English language skills, such as reading, writing, and listening.