THE IMPLEMENTATION OF ROLE PLAY STRATEGY IN TEACHING SPEAKING SKILLS AT THE THIRD GRADE OF JUNIOR HIGH SCHOOL BUKIT PRACHAUPATHAM THAILAND

Ubaidilah, Ahmad (2025) THE IMPLEMENTATION OF ROLE PLAY STRATEGY IN TEACHING SPEAKING SKILLS AT THE THIRD GRADE OF JUNIOR HIGH SCHOOL BUKIT PRACHAUPATHAM THAILAND. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Ahmad Ubaidilah, 2025: The Implementation of Role Play Strategy in Teaching
Speaking Skills in the Third Grade of Bukit Prachaupatham Junior High School,
Thailand.
Keywords: Speaking Skills, Role Play, Case Study.
In English language learning, speaking skills are one of the most important
aspects of language proficiency. Therefore, this becomes a benchmark for assessing
whether students can speak English or not. However, many students face challenges
in mastering speaking skills, such as Thai students who experience fear and
embarrassment when speaking English. Therefore, role-playing strategies offer a
classroom environment that encourages students to be confident by providing
knowledge related to pronunciation, fluency, intonation, and accuracy. This study
explores the teaching of speaking skills using role-playing strategies at Bukit
Prachaupatham School to determine the extent to which this strategy overcomes
student challenges.
This study also aims to explore the application of role-playing strategies in
speaking activities in third grade at Bukit Prachaupatham School, as there has been
no previous research that explains this issue in depth. This study can help address
the literacy gap in Thailand related to the application of role-playing in speaking
skills, and this study also contains contextual gaps by looking at the characteristics,
differences in values, and norms of students there. Therefore, the focus of this
research is to describe the goals of teaching speaking skills through role play,
identify the steps used, and investigate how teacher evaluate students in the third
grade at Bukit Prachaupatham Junior High School, Thailand.
This study uses a qualitative case study approach conducted at Bukit
Prachaupatham School, Thailand, using informants to obtain data sources, namely
teacher and third-grade students. Data collection was carried out through
observation, interviews, and document review, using the analysis techniques
described by Miles, Huberman, and Saldana, including data condensation, data
display, conclusion drawing, and verification. Finally, data validity was
strengthened through source triangulation and technique triangulation. This study
focused on third grade using purpose sampling to obtain one teacher and three
student informants at Bukit Prachaupatham School in Thailand.
The first finding of this study is that through role-playing in teaching
speaking skills, students become active, build confidence, and learn vocabulary
related to correct pronunciation. Second, the teaching steps include the first stage,
which is a five-minute introduction, where the teacher demonstrates how to practice
dialogues, students practice role-playing with their groups, students come to the
front to practice role-playing in front of their classmates, and provide feedback to
students if there are errors or inaccuracies, and finally, a reflection session. Third,
the teacher applies a formative approach in both test and non-test assessments.
Therefore, this study provides evidence that role-playing strategies are highly
effective, showing that students are more active and confident in speaking skill
instruction, and adds to the literature on English language learning in Thai schools.

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