IMPROVING STUDENTS INTERACTION IN SPEAKING ACTIVITIES THROUGH ROLE PLAY TECHNIQUE AT TENTH GRADE A SMAS NUSANTARA INDAH SINTANG

Veronica Angelia. 2025. Improving Students Interaction In Speaking Activities Through Role Play Technique At Tenth Grade A SMAS Nusantara Indah Sintang. Thesis, English Language Education Study Program of STKIP Persada Khatulistiwa. Advisor I: Ilinawati, M.Pd. Advisor II: Ferdinanda Itu Meo, M.Pd. Keywords: car, role play, speaking activities, teaching speaking This research was conducted to address the challenges faced by the tenth grade A students at SMAS Nusantara Indah Sintang, particularly regarding low participation and limited speaking skills in English. The purpose of this study was to improve both aspects through the implementation of the role play technique. The objectives of this research were: (1) To explain how well role play technique work to improve student participation (2) To find out the improve of student speaking perfomance. The study involved 21 students (16 females and 5 males) and employed a classroom action research design, which was carried out in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. Data collection techniques included observation, interviews, speaking tests, and documentation, using both qualitative and quantitative approaches. The instruments used were observation checklists, field notes, interview guidelines, test scores, and video recordings. In Cycle I, the students’ average speaking score was 65.99 and their level of interaction reached 53%. After applying improvements in Cycle II, the average speaking score improve to 84.31 and student interaction reached 76.7%. These findings indicate that the approach was effective in creating a more communicative, enjoyable, and interactive learning environment. Through speaking practice in contexts that resemble real-life situations, students became more confident, active, and capable of using English more naturally in daily communication. Therefore, role play can be considered an effective instructional strategy to improve students’ speaking perfomance and interaction in English learning at the senior high school level.