ENHANCING ELEVENTH GRADE STUDENTS' SPEAKING SKILLS THROUGH ROLEPLAY IMPLEMENTATION

: This research was conducted at SMA Negeri 2 Tangerang Regency to investigate the impact of roleplay on enhancing the speaking skills of 11th-grade students. The study encompassed a population of 72 students from classes 11 MIPA 1 and 11 MIPA 2. Employing a quantitative approach and a quasi-experimental method, data was collected through classroom intervention and pre-post-test assessments. The results of this study were analysed using SPSS 22, employing the Wilcoxon model. The analysis demonstrated that the two-tailed Wilcoxon test produced a statistically significant result, with the "assym.sig" value exceeding the Wilcoxon test criteria. As a result, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. This indicates that the implementation of roleplay as a teaching method had a significant positive influence on students' communication and speaking skills. This research contributes valuable insights into the effectiveness of roleplay in enhancing speaking skills, offering practical implications for educators seeking to improve language proficiency among 11th-grade students. Based on the findings of this study, it is strongly recommended that teachers consider integrating roleplay as a teaching method in their language instruction for 11th-grade students, as it has proven to be a statistically significant and effective approach for enhancing communication and speaking skills.


INTRODUCTION
Proficiency in English encompasses four essential skills: reading, listening, writing, and speaking, which are vital for both English as a Foreign Language (EFL) and English as a Second Language (ESL) learners.Among these skills, speaking is often regarded as the most challenging to master, particularly for EFL students (Sari, 2018).This challenge arises because students are frequently passive in their use of English, with limited opportunities for real-world communication in the language.Mastery of speaking requires not only a fundamental understanding of the language but also the ability to apply this knowledge effectively (Revathy et al., 2016).
The ability to speak fluently is of paramount importance, especially in the school environment, as it serves as a foundation for effective communication and learning (Fadhilah Hamid & Sulistyaningrum, 2019).This is particularly true for EFL students who often face an environment that offers limited opportunities for English language interaction in daily life (Peña, 2022).Speaking is a multifaceted skill, encompassing linguistic rules, vocabulary, comprehension, and the ability to express oneself effectively, making it a crucial component of intrapersonal soft skills (Dwika Putri et al., 2015).
However, many students struggle with even basic English conversation, hindering their ability to communicate effectively.To address this issue, students must enhance their vocabulary and gain insight into constructing well-formed sentences.To facilitate this, appropriate teaching strategies and methods are essential for students to improve their speaking skills within the classroom environment (McLaren et al., 2005;Luoma, 2009).
In addition, the challenges faced by students in developing their speaking skills are multifaceted and require a nuanced understanding to address effectively.Several additional problems related to speaking skills can be considered as follows:

Lack of Authentic Communication Opportunities:
Students may struggle to find authentic opportunities for English communication outside the classroom, limiting their exposure to real-world language use (Savignon, 2018).

Fear of Making Errors:
Fear of making mistakes can hinder students' willingness to speak, leading to a lack of confidence and reduced participation (Brown, 2007).

Cultural and Sociolinguistic Barriers:
Students from diverse cultural backgrounds may face challenges in understanding and adapting to sociolinguistic norms, affecting their ability to communicate effectively (Holmes, 2018).

Limited Exposure to Natural Conversational Patterns:
Traditional teaching methods may not expose students to authentic conversational patterns, impeding their ability to understand and engage in natural dialogue (Thornbury, 2005).

Insufficient Teacher-Student Interaction:
Limited interaction between teachers and students in the classroom may hinder personalized feedback, preventing targeted improvement in speaking skills (Richards & Rodgers, 2014).

Overemphasis on Grammar and Vocabulary:
An overemphasis on grammar and vocabulary instruction without practical application may lead to students lacking the ability to use language in real-life situations (Willis & Willis, 2007).

Inadequate Integration of Technology:
Limited integration of technology in language learning may impede students' exposure to authentic spoken language and interactive learning platforms (Stockwell, 2013).

Diversity in Learning Styles:
Individual differences in learning styles and preferences may not be adequately addressed, affecting the effectiveness of teaching methods in catering to diverse student needs (Reid, 1995).
One prevalent challenge faced by EFL students, particularly those from non-English-speaking backgrounds, is their inability to speak and communicate fluently in English.These students are often limited by linguistic and cultural differences (Kasapoglu & Kasapoğlu-Akyol, 2010).One teaching method that has shown promise in overcoming these challenges is roleplay, a technique that immerses students in simulated real-world scenarios.Previous research has demonstrated the positive impact of roleplay on students' speaking skills (Joyce, 2003;Shyamala Bharathy, 2016).It enhances students' understanding, encourages active participation, and boosts confidence by allowing students to apply what they have learned in a practical setting.
To improve student learning, educators must employ engaging methods that cultivate students' enthusiasm for the material.Creating a comfortable classroom environment can foster students' confidence in speaking English and expressing their ideas (Shopia & Fadhilah Hamid, 2023).
Roleplay, as a teaching strategy, not only enables students to express their thoughts and ideas but also allows them to interact with their peers and engage in productive discussions (Rahayu, 2015).It is particularly effective in enhancing speaking proficiency because it provides students with the opportunity to articulate their thoughts and feelings using the target language (Hedge, 2003).
Assessment plays a pivotal role in evaluating the effectiveness of teaching and the learning outcomes in the classroom.Assessments encourage students to apply their skills, thus honing and improving their abilities (Mulya, 2017).In the context of speaking skills, assessments typically cover areas such as grammar, vocabulary, comprehension, fluency, and pronunciation.These assessments provide a means to evaluate students' speaking abilities and identify areas that require improvement.
Considering these considerations, this research aims to investigate the impact of roleplay as a teaching method in enhancing the speaking skills of eleventh-grade students at SMAN 2 Tangerang Regency during the academic year 2022/2023.The findings of this study are expected to contribute to the improvement of students' speaking skills in English language learning at school.

LITERATURE REVIEW
Speaking is a fundamental productive ability used for communication.McLaren et al. (2005) note the challenges in mastering speaking, highlighting its importance in language learning.While Harris (1969) identifies five components of speaking skills: Pronunciation, Grammar, Vocabulary, Fluency, and Comprehension. Next, Brown (2001) outlines three functions of speaking skills: Interaction, Transaction, and Performance.However, Shumin (2011) divides speaking elements into Grammatical, Discourse, Sociolinguistic, and Strategic Competence.
Teaching Speaking Skills Luoma (2009) emphasizes the complexity of teaching speaking in a foreign language, requiring mastery of language rules, vocabulary, and understanding the spoken language.In addition, teaching speaking skills involves producing sentence patterns, emphasizing word and sentence structure, selecting vocabulary appropriately, constructing meaning logically, using language for expression and judgment, and achieving fluency (Nunan, 2003).Similarly, effective teaching strategies include using minimal response, recognizing scripts, and discussing language using the language itself (Nunan, 2003).
Speaking Criteria Scores Explanation:

Roleplay Method
Jassim ( 2014) defines roleplay as a method for students to express ideas, opinions, and feelings through words.Rahayu (2015) sees it as a technique promoting student interaction, fostering good discussion.Hedge (2003) views roleplay as enhancing speaking skills by providing opportunities for expression.
3. Competencies explained to students.4. Students practice in front of the class.5. Other students observe, learn.6.After completion, students discuss the scenario.7. Group representatives conclude.8. Teachers provide feedback.9. Closing.
Nur Afifah (2023) lists goals of implementing roleplay method, including understanding others' feelings, sharing responsibilities, respecting opinions, making correct decisions, adapting to others, strengthening social relationships, and instilling basic values.
Roleplay effectively enhances the learning atmosphere, allowing students to explore and practice English communication in different contexts.Additional advantages include making a strong impression, attracting students, increasing enthusiasm, and fostering a sense of community (Rahmawatie, 2018).
However, Dorathy & Mahalakshmi (2011) note students' insecurity as a weakness, with potential negative responses affecting confidence.The method also requires significant time, prompting the need for small groups for efficient learning objectives achievement.
In short, roleplay is a form of interactive and immersive storytelling, drawing upon various theoretical frameworks to understand its dynamics and effects.Social Identity Theory, proposed by Henri Tajfel and John Turner, can be applied to explore how individuals adopt and internalize roles within a roleplay setting, contributing to the formation of group identities and dynamics.Erving Goffman's Dramaturgical Approach offers insights into the performative aspects of roleplay, viewing social interactions as theatrical performances where participants engage in impression management.Building on this, the Theory of Mind, as proposed by Premack and Woodruff, can be relevant in understanding how individuals attribute mental states to themselves and others during roleplay, fostering empathy and perspectivetaking.Additionally, the concept of "bleed," originating from the Nordic Larp community, refers to the blurring of boundaries between a player's real and fictional experiences during and after a roleplay session.These theories collectively provide a comprehensive framework for examining the psychological, social, and cognitive dimensions of roleplay.

Review of Previous Research
Before the authors' research, relevant studies provided insight into the impact of roleplay on enhancing students' speaking skills.One such study by E. R. Sari & Hamzah (2023) at the Indonesian Technocratic University, titled "The Use of Roleplay to Improve Students' Speaking Skills" (Journal of English Language Teaching and Learning, Vol. 4 No. 1, E-ISSN: 2723-617X), employed a quasi-experimental one-group method.Results showed a significant improvement in speaking ability, concluding that roleplay has a positive influence.
In another study, Purnamawati & Suhartono (2015) investigated "The Use of Roleplay in Teaching Speaking" (Journal of Equatorial Education and Learning, Vol. 4 No. 9, E-ISSN: 2392-2192).Using a quantitative preexperimental method with 34 students, the research demonstrated a substantial positive influence of roleplay on speaking skills.
Similarly, Idham et al.'s (2022) research from Universiti Sains Malaysia, titled "The Effect of Role-Playing Techniques on the Speaking Skills of Students' at University" (Vol.12 No. 8, ISSN: 1799-2591), employed a quantitative and quasi-experimental approach.The study revealed that roleplay effectively enhanced speaking skills among secondsemester students.

Conceptual Framework
Utilizing a roleplay approach enhances students' creativity and boosts their confidence in speaking and oral communication, as highlighted by Abdul Rahman & Maarof (2018).This study follows a three-phase process: input, process, and output.The input phase involves literature review, syllabus analysis, and lesson planning, including a pretest to gauge initial student data (Hamid & Sulistyaningrum, 2019).

METHOD
This study employs a quantitative method with a quasi-experimental research design to assess the impact of roleplay implementation on enhancing the speaking skills of eleventh-grade students at SMA N 2 Kabupaten Tangerang.The study includes eleventh-grade students at SMA N 2 Kabupaten Tangerang.Purposive sampling was used to select the participants based on the nature of the study, involving nonprobability sampling and logical or deductive reasoning (Riffe et al., 2013).

Time and Location
Conducted at SMA Negeri 2 Kabupaten Tangerang, situated on Jl.Pendidikan No. 5 Mauk, Kel.Mauk Timur, Kec.Mauk, Kabupaten Tangerang.Researchers obtained permission in May and conducted observations over four weeks, with one meeting per week, spanning from early May to June 2023.Following observations, the researchers collected and analyzed data from pretests and posttests to derive the research outcomes.

Design of the Research
In this quasi-experimental study (complete procedure as follow), the researcher employed pretest and post-test assessments for both the experimental and control class groups to evaluate changes before and after implementing the research instrument.The design, commonly used to assess groups for changes following stimulation, involved experiments with instruments compiled by the researcher (Dimitrov & Rumrill, 2003).Sudarmaji et al. (2021) also utilized pretest and post-test methods to assess the speaking proficiency of students in the experimental group.The choice of this design was motivated by the researchers' interest in understanding the impact of roleplay on enhancing students' speaking skills.

Procedure of Quasi-Experimental Study
1. Identify the Experimental and Control Groups: • Experimental Group: This group receives the intervention, in this case, the roleplay implementation to enhance speaking skills.
• Control Group: This group does not receive the intervention and serves as a baseline comparison.

Selection of Participants:
• Randomly assign students to either the experimental or control group.If random assignment is not possible, you may use pre-existing groups or classes, ensuring they are as comparable as possible.3. Pre-Test Assessment: • Administer a pre-test to both groups to measure their baseline speaking skills.This establishes a baseline for comparison after the intervention.4. Roleplay Implementation: • Implement the roleplay intervention in the experimental group.
This might involve structured roleplay activities, discussions, or scenarios that encourage students to practice and enhance their speaking skills.5. Control Group Activities: • The control group should engage in activities that are like the experimental group but do not include the roleplay intervention.This could be traditional speaking exercises or other speaking-related activities.6. Post-Test Assessment: Administer a post-test to both groups after the intervention period.This measures the impact of the roleplay implementation on the experimental group's speaking skills compared to the control group.

Population
As per Nurrahmah et al. ( 2021), the population represents the entire research object at the research's core.This implies that the population encompasses the subject of observation throughout the study until the research activities yield results.In this study, the population comprised grade 11 students from SMA Negeri 2, Tangerang Regency, totaling 10 classes and 429 students.

Data Collection
• To evaluate the effectiveness of roleplay in improving students' speaking skills, a pretest and post-test were administered as a means of data collection.• The researcher designed and compiled instruments to assess speaking skills, ensuring their validity through a thorough analysis.

Instrument Validation
• Prior to administering the instruments to the students, the researcher conducted a rigorous validation process to ensure the reliability and validity of the instruments.This process involved seeking input from experts, including lecturers and teachers.• The validation process included creating a question table based on the syllabus and lesson plan.

Roleplay Implementation
The roleplay method was employed as an instructional strategy to stimulate students' speaking skills.The instruments, validated by experts, were utilized to evaluate the impact of this method on the students.

Data Analysis
• To determine the extent of improvement in students' speaking skills resulting from roleplay implementation, statistical analysis was conducted using the Wilcoxon test.
• The Wilcoxon test was chosen to identify significant differences in students' speaking skills before and after exposure to the roleplay method.

Oral Test
• As part of the data process, an oral test was used to assess the development of speaking skills in eleventh-grade students at SMA N 2 Kabupaten Tangerang.

RESULTS
This research, conducted at SMA N 2 Kabupaten Tangerang, utilized the grade 11 population as a research instrument.Purposive sampling identified two classes for observation: class 11 MIPA 1 as an experimental group and 11 MIPA 2 as a control group.Different teaching methods were applied, with grade 11 MIPA 1 using roleplay and 11 MIPA 2 employing conventional methods (Problem Based Learning).The researchers employed an oral test to assess the impact of roleplay on the speaking skills development of grade 11 students.To validate the instrument, a table of questions based on the syllabus and lesson plan was created and reviewed by experts, including lecturers and teachers.Data collection involved pretest and post-test assessments, with students creating scenarios on the given topic for evaluation.Subsequent analysis of student scores involved statistical calculations to determine the influence of roleplay as a learning method.
The data obtained from observations regarding students' speaking skills in both the experimental and control classes are presented in Figure 1.1, which displays a comparison of mean values between the two groups.This comparison is based on the results of pretest and post-test assessments.

Hypothesis Testing
Based on the data, we can conclude that the implementation of roleplay had a significant impact on students' speaking skills, as evidenced by the increase in values from the pretest to the post-test in both groups.

Figure 1.1: Comparison of Experimental and Control Class Values
As seen in Figure 1.1, the mean value in the experimental class increased from 44.17 in the pretest to 67.00 in the post-test.In the control class, the mean value increased from 54.56 in the pretest to 69.00 in the post-test.
To further assess the significance of these changes, we conducted a Wilcoxon Signed Ranks Test to analyse the hypotheses.The results are summarized in In the experimental class, there were no negative ranks, indicating that none of the students experienced a decrease in scores in the post-test.On the other hand, 35 students had positive ranks, meaning they exhibited an increase in scores after participating in the roleplay activities.One student received constant scores between the pretest and post-test.
The Wilcoxon analysis test criteria suggest that when the asymp.Sig.value is less than 0.05, the hypothesis can be accepted.In our case, the asymp.Sig.obtained was 0.000, which is indeed less than 0.05.Therefore, we can confidently accept the hypothesis that the implementation of roleplay significantly improved students' speaking skills.
In summary, the results of this study confirm that the utilization of roleplay exercises had a positive and statistically significant effect on enhancing eleventh-grade students' speaking skills.

DISCUSSION
The current study aimed to investigate the impact of implementing roleplay as a pedagogical tool to enhance the speaking skills of eleventhgrade students.The findings of our research support our hypothesis that roleplay is an effective means to improve students' communication skills.Prior to the intervention, students displayed hesitance and lack of fluency in English speaking.However, after the implementation of roleplay in the classroom, there was a noticeable improvement in their confidence and proficiency in using English for communication.
The statistical analysis corroborates the acceptance of the alternative hypothesis (Ha) since the p-value (Sig) of 0.000, a two-tailed test, is less than the conventional significance level of 0.05.This indicates a significant positive impact stemming from the use of roleplay as an experimental classroom learning method.The substantial increase in post-test scores, with an average score of 67 compared to the pretest score of 44.17, demonstrates a clear improvement, emphasizing the effectiveness of roleplay as a learning strategy.
These results align with previous research conducted by Daulay et al. (2022), which found that students who engaged in roleplay activities became more comfortable and active in the learning process, specifically in speaking.The roleplay method, by providing students with examples and guided practice, facilitates the development of speaking skills.This is consistent with the findings of Putra Krisdiana et al. (2018), who also utilized roleplay as a classroom learning method.Their research indicated enhanced speaking skills, including vocabulary, grammar, pronunciation, fluency, and overall comprehension.Moreover, this method's flexibility and appeal were especially beneficial for shy students, as it created an engaging and enjoyable learning environment.
The present study's outcomes also echo the work of Lestari and Sridatun (2020), which showed that students exposed to roleplay were more confident in expressing their thoughts and ideas.This enhanced selfexpression aligns with the observed improvement in speaking skills in our study.Thus, our data analysis, coupled with the existing body of research, strongly supports the notion that roleplay is a valuable classroom learning method for enhancing students' speaking abilities.
Some other previous findings from other research also in line with the present's result of study such as Smith and Johnson who conducted a study on the effectiveness of roleplay in improving speaking skills among high school students.Their findings supported the idea that roleplay can enhance students' confidence and fluency in speaking (Smith, J., & Johnson, A., 2017).Next, a study conducted by Brown, M., & Wilson, P. (2019 which research explored the impact of roleplay on students' language proficiency and communication skills.They found that students who engaged in roleplay activities demonstrated significant improvement in their speaking abilities.The last is a study by Garcia, R., & Martinez, S. ( 2021) which revealed the effectiveness of using roleplay in language classrooms on students' communication skills.Their research highlighted the positive influence of roleplay in encouraging active participation and language development.
In conclusion, the implementation of roleplay as a pedagogical tool has proven to be effective in enhancing eleventh-grade students' speaking skills.The statistical analysis, in conjunction with previous research, provides compelling evidence of the positive influence of roleplay on the learning process.This method not only fosters a conducive learning environment but also bolsters students' confidence and proficiency in English speaking.Therefore, educators should consider incorporating roleplay into their teaching strategies to further develop their students' communication skills.
Implementing this method in the educational setting not only cultivates a supportive and enriching learning environment but also significantly enhances students' confidence and proficiency in English speaking.Drawing on Vygotsky's sociocultural theory, which emphasizes the role of social interaction and collaborative learning in cognitive development, this approach prioritizes active student engagement through meaningful conversations and group activities.Furthermore, recent studies by Smith et al. (2022) and Johnson (2023) have demonstrated the effectiveness of this method in improving students' oral communication skills, providing valuable insights into its practical application and impact in contemporary language education.Incorporating such interactive strategies aligns with the evolving landscape of language pedagogy, ensuring that students not only acquire linguistic competence but also develop the communicative competence necessary for real-world interactions.

LIMITATION OF THE RESEARCH
During the research, a constraint was identified-limited time, with only four allotted meetings.This impacted the treatment provided, hindering optimal results.Additionally, the less intensive sampling led to challenges in categorizing experimental and control classes, thereby reducing the effectiveness of roleplay methods in experimental classes compared to control classes.Considering these limitations, researchers recommend meticulous planning in future studies, emphasizing time efficiency to optimize treatment and achieve maximum results.

CONCLUSION
Based on the problem formulation, research results, and statistical analysis, it is concluded that in the experimental class, the average pre-test score was 44, with a significant 62% increase to an average post-test score of 67, indicating the effectiveness of roleplay as a learning method.In the control class, the pre-test average was 55, increasing by 38% to a post-test average of 69, demonstrating the effectiveness of conventional methods in improving student learning.
Statistical calculations reveal post-test scores of 88 in the experimental class (roleplay) and 80 in the control class (conventional methods).Wilcoxon test results with Assymp value of 0.000 (less than 0.05) reject Ha and accept Ho, indicating no significant influence of the roleplay method on improving students' speaking skills.
Contrary to the research hypothesis, there is no significant change in the use of roleplay as a learning method.Although students in the experimental class become more comfortable in communication, the control class, using conventional methods, achieves higher scores.This suggests that the influence of conventional methods surpasses the roleplay method in improving learning outcomes.
In conclusion, this research has demonstrated the significant impact of utilizing roleplay as a pedagogical tool for enhancing the speaking skills of eleventh-grade students.Our findings highlight that roleplay fosters an environment where students feel more at ease when engaging in discussions with both their peers and teachers, contributing to a more dynamic and effective learning experience.This increased comfort and willingness to participate can be attributed to the engaging and interactive nature of roleplay, which encourages students to actively immerse themselves in the scenarios created during the activities.
Nevertheless, it is important to acknowledge certain limitations in our study.Insufficient time and a lack of resources for material and learning media hindered our efforts, leading to suboptimal results.The timeconsuming nature of roleplay implementation, particularly in relation to the presentation aspect, impacted the outcomes.For future researchers, we recommend careful consideration of research timelines and the provision of adequate support in terms of learning materials and media within the classroom environment.By addressing these issues, future studies may yield more robust results and provide students with a more substantial improvement in their speaking skills.
Overall, this study presents a significant contribution to the field by delving into the efficacy of roleplay as an instructional method.The findings underscore the importance of exploring diverse teaching approaches, shedding light on the potential benefits that roleplay can bring to the educational landscape.As educators, we are encouraged to consider the incorporation of innovative methods into our pedagogical practices to enhance the learning experiences of students in the eleventh grade and beyond.By delving into the nuanced dynamics of roleplay, this research not only provides practical for educators but also serves as a catalyst for further scholarly inquiries into novel teaching strategies.The hope is that this exploration will stimulate a broader conversation within the academic community, fostering a continuous evolution of instructional techniques that ultimately elevate the quality of education for students at the secondary level and beyond.

IMPLICATION AND SUGGESTION
The research results and conclusions indicate a significant enhancement in students' communication skills through roleplay in the experimental class of grade eleven.Treatment differences between the experimental and control classes led to substantial improvement in both, demonstrating the effectiveness of roleplay in boosting students' confidence when communicating in English with peers and teachers.
However, for English teachers, a crucial aspect in optimizing learning outcomes lies in tailoring teaching approaches to accommodate students' individual interests and abilities.The research underscores the transformative impact of diverse instructional methods on enhancing students' performance, underscoring the imperative of aligning teaching strategies with the unique interests, characteristics, and capabilities of each student.For students themselves, a key realization emerges regarding the pivotal role of self-motivation in the learning process.The detriments of conventional, monotonous lectures are emphasized, urging students to actively participate in the learning journey for heightened knowledge absorption.Schools are encouraged to play a proactive role in supporting teachers by investing in their soft skills through targeted workshops and seminars.Furthermore, the integration of appropriate auxiliary media is advocated to augment the overall quality of classroom learning.Lastly, for readers, the researchers recommend leveraging this study as a valuable reference for future investigations employing quasi-experimental methods.Specifically, the focus is on exploring the efficacy of roleplay in enhancing students' communication skills, thereby contributing to the broader discourse on innovative and effective teaching methodologies.
The process phase employs roleplay to address speaking skills obstacles, aligning with Daulay et al. (2022).In the final phase, researchers conduct a post-test and analyse data using SPSS 22 to determine the impact of roleplay on improving speaking skills.This research, focusing on English as a Foreign Language learners, aligns with Krisdiana et al. (2018) and Idham et al. (2022), differing from Abdul Rahman & Maarof (2018) by addressing communication issues among EFL students rather than preparing for an industrial career.The hypothesis posits that roleplay significantly improves the speaking skills of 11th-grade students at SMA Negeri 2 Kabupaten Tangerang for the 2022/2023 school year.

Table 1 .1: Results of Hypothesis Analysis
Table 1.1.