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This research is motivated by the low speaking ability of elementary school students which is characterized by a lack of confidence, difficulty in expressing opinions in a coherent manner, and the lack of students' ability to express information clearly in learning Indonesian. These problems show that the learning that takes place has not fully provided opportunities for students to actively practice speaking skills. This research aims to Develop a booklet  based on Student Worksheets (LKPD) on interview text materials to support the speaking skills of grade IV elementary school students. The method used is research and Development with a 4D model which includes the define, design, and Develop stages. At the Development stage, the product is validated by media experts and subject matter experts to assess the feasibility level of the LKPD booklet  Developed. The results of the study showed that the LKPD booklet  obtained a feasibility percentage of 91.17% in the media aspect and 90.32% in the material aspect with a very feasible category. These results show that the LKPD booklet  Developed has met the eligibility criteria both in terms of appearance and content as teaching materials for learning Indonesian language in elementary schools. However, this research is still limited to the product validation stage, so further research is needed through field trials to determine the effectiveness of LKPD booklet s in improving students' speaking skills in more depth.

This study is motivated by the importance of the relationship between reading and speaking skills in Arabic language learning. Reading, as a receptive skill, plays a significant role in enriching vocabulary, understanding language structures, and constructing meaning, which in turn affects speaking ability as a productive skill. At Baitul Hidayah Islamic Boarding School in Bandung, variations were observed in students’ abilities in reading Arabic texts and speaking Arabic, raising questions about the existence of a relationship between these two skills. This study aims to determine whether there is an influence of Arabic reading skills on Arabic speaking skills among fifth-grade students (Class V-A) in the 2024/2025 academic year. This research employs a quantitative approach with a correlational design. The subjects of the study consisted of all 28 students in Class V-A, selected using a saturated sampling technique. Data were collected through reading skill tests and speaking skill tests, and subsequently analyzed using descriptive statistics and the Spearman rank correlation test. The results indicate a significant relationship with a strong level of correlation between Arabic reading skills and Arabic speaking skills. This is evidenced by the correlation coefficient (r-value) of 0.824, which is higher than the r-table value at a 5% significance level (0.374). It is recommended that the development of reading skills be more systematically integrated with speaking practice. Further research is suggested to involve a larger sample size and more diverse variables to strengthen the findings.

This study is motivated by the importance of the relationship between reading and speaking skills in Arabic language learning. Reading, as a receptive skill, plays a significant role in enriching vocabulary, understanding language structures, and constructing meaning, which in turn affects speaking ability as a productive skill. At Baitul Hidayah Islamic Boarding School in Bandung, variations were observed in students’ abilities in reading Arabic texts and speaking Arabic, raising questions about the existence of a relationship between these two skills. This study aims to determine whether there is an influence of Arabic reading skills on Arabic speaking skills among fifth-grade students (Class V-A) in the 2024/2025 academic year. This research employs a quantitative approach with a correlational design. The subjects of the study consisted of all 28 students in Class V-A, selected using a saturated sampling technique. Data were collected through reading skill tests and speaking skill tests, and subsequently analyzed using descriptive statistics and the Spearman rank correlation test. The results indicate a significant relationship with a strong level of correlation between Arabic reading skills and Arabic speaking skills. This is evidenced by the correlation coefficient (r-value) of 0.824, which is higher than the r-table value at a 5% significance level (0.374). It is recommended that the development of reading skills be more systematically integrated with speaking practice. Further research is suggested to involve a larger sample size and more diverse variables to strengthen the findings.

This study aims to develop an English learning module based on the role play approach to improve the speaking skills of Grade X students at SMA Negeri 21 Medan. The study is motivated by students’ low speaking ability due to limited communication practice and the use of conventional teaching methods. This research employs a qualitative approach focusing on needs analysis and initial product development. The research subjects include English teachers and Grade X students who participated in the needs analysis questionnaire. The findings indicate that students require interactive, communicative, and contextual learning and show strong interest in role play activities. Based on these findings, a role play-based module was designed to support speaking practice. However, this study is limited to the design and development stage and has not yet conducted expert validation or field testing. Therefore, further research is recommended to evaluate the feasibility, practicality, and effectiveness of the developed module.

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.

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.