Role-play Strategies Research Articles

Implementation of Role-Playing Strategies in Increasing Maharah Kalam in State Universities

Maharah Kalam learning in PKPBA at the Faculty of Science and Technology. Arabic learning activities for five consecutive days, from Monday to Friday, make students bored and tired. So, to minimize these problems, variations, and innovations applied by teachers are needed to encourage students to be more communicative in using Arabic. The goal of this study is to understand how the implementation of role-playing strategies (Role Play) improves Maharah Kalam. This study is descriptive qualitative research which is to illustrate, describe, interpret, explain also answer in more detail the problems to be studied by studying as much as possible an individual, a group, or an event. The data collection method in this study is observation. The population in this study were all PKPBA students of Faculty of Science and Technology 2 and the sample in this research were all PKPBA students of Faculty of Science and Technology 2 totaling 40 people. Data analysis techniques used in this study include conclusion drawing, namely concluding also verification. The results of the implementation of the application are designed through 3 stages, namely: (1) Introduction which includes greetings then asking how are you to explain the learning scenario with role-playing strategies, (2) Core which includes the implementation of learning using role-playing strategies per group, and (3) closing which includes learning evaluation. Keywords: Maharah Kalam, Arabic Language Learning, Role-Playing Strategies

Role Playing to Improve English Vocabulary Ability in Speaking Skill

In this study, initially scoring at 2.15, the objective was to enhance students’ English vocabulary for speaking through a role-playing learning strategy, using a Collaborative Classroom Action Research approach. The methodology involved stages of planning, action, observation, and reflection in distinct cycles, each comprising two meetings. Data were collected using methods like speaking skill evaluations, questionnaires on role-playing practice, and field notes. The participants were fourth-semester students of the D3 English Study Program at Madiun State Polytechnic. Notably, student scores in speaking vocabulary improved across cycles, from 2.42 in the first to 3.15 in the third, meeting the success criterion of 3.01 and demonstrating the effectiveness of the role-playing strategy in the learning process.

Improving high school students’ speaking skill through role play strategy: A classroom action research

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.

Innovative Role-Play Strategies in Business Ethics Education: The ChatGPT Approach

ChatGPT, a chatbot representing generative artificial intelligence (AI), has rapidly gained transformative power in various areas since its launch in late 2022. This paper explores the innovative integration of ChatGPT in teaching business ethics, contrasting it with traditional role-play methodologies. Utilizing existing role-play learning activity designs, we provide a comparative analysis of these approaches based on the four key pillars identified by Boud & Prosser (2002), which include learner engagement, acknowledgment of the learning context, learner challenge, and practical involvement. Additionally, we analyze the 'simulation triad' of time, group dynamics, and environment to evaluate the efficiency of the GPT-powered learning design, as presented by Wills et al. (2011). Our analysis reveals that ChatGPT in business ethics education offers a novel approach to learning, effectively breaking through traditional boundaries while cultivating an enriched, accessible learning experience. We suggest that a hybrid model, which combines the strengths of both traditional and GPT-enhanced methods, is the optimal approach for comprehensive ethics education in the business field.

The Effect Of Role Play Strategy In Teaching Vocabulary At The Eighth Grade Of SMP Negeri 5 Pematang Siantar

The aim of this research is to look at The Effect Of Role Play Strategy In Teaching Vocabulary At The Eighth Grade Of Smp Negeri 5 Pematang Siantar. This research would employ a quasi-experimental design with a quantitative research and a "pre-test and post-test" methodology. The objective of the research was to determine whether or not eighth grade children learn vocabulary well through role-playing. The researcher used just two classes as samples. The experimental group is VIII-3, whereas the control group is VIII-4. The mean achievement of these two groups is comparable. Where each class has 31 students. The VIII-3 class was designated as the experimental group, and they would teach through Role Play Strategy, while the VIII-4 class was designated as the control group, and they would not be employing any Role Play Strategy. From the results of the data analysis in the previous study, it can be concluded that Role Play Strategy plays a key role in helping students improve their vocabulary. The use of the Role Play Strategy can help students become more proficient in vocabulary. During the vocabulary lesson in the classroom, the students are more engaged and exhibit greater creativity and innovation. T-test > T-table (3.9 > 1.671), based on the analysis results at the 5% significance level. It also shows that (Ho) was rejected but (Ha) was accepted. The novelty of this research is that students are more active and interested in the learning process, students understand the material more easily, and students have a greater curiosity.

Influences of Different Role-Playing Strategies in Reading English Picture e-Books on Taiwanese Fourth Graders’ Story Comprehension, Reading Motivation, Reading Flow, and English Performance

Influences of Different Role-Playing Strategies in Reading English Picture e-Books on Taiwanese Fourth Graders’ Story Comprehension, Reading Motivation, Reading Flow, and English Performance

Efforts to Increase Elementary Students' Interest in Learning through the Implementation of Role Playing Strategies in Learning Indonesian at SD/MI

Boredom in the learning process is not something that is rarely encountered in class. It is hoped that with the right learning strategy it can attract students' attention and increase students' enthusiasm and interest in learning, therefore the right strategy is needed so that students are not bored and bored when learning is in progress. This paper aims that learning strategies, especially learning strategies for Role Playing can minimize student boredom and create an exciting classroom atmosphere. The type of this research is qualitative using data collection techniques in the form of observation and documentation. From this study it can be found that: (1) students participate actively and focus on playing a role, (2) students seem happy when playing a character/role in the fictional story.

تأثير إستراتيجية تمثيل الأدوار على مهارة الكلام لدى طلاب الفصل الثامن في مدرسة التربية الإسلامية المتوسطة كوتو تنجي فندي سيكيك

Problems in teaching the Arabic language in the middle school of Islamic education, koto tinggi padang sikik, that the students ability in speaking skill is low and the research quentions are how to use the role-playing strategy on the speaking skill of the students of the eighth class in the middle school of islmic education, kototinggi padang sikek? As for the type of research used by the writer in this research, it is an experimental research, and the method used is a statistical method because the writer is looking for the effect of role-playing strategy on speaking skill. The number of the research community is 48 students, and the writer takes a sample in this thesis in a random way, which is 32 students. Then the research tools are: observation and testing. As for the result of this research, there is an effect of using the role-playing strategy on the speaking skill of eight-grade students in the Islamic Education Secondary School, Koto tinggi padang sinkek. Because the writer found the result of the calculation T from greater than the result of table T, and the difference between them is 2,42. The researcher concluded that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is acceptable.

ESP: STUDENTS’ PERCEPTIONS IN USING ROLE PLAY STRATEGY TO IMPROVE SPEAKING ABILITY

Abstract Speaking ability is a one-of-a-kind aspect of language development that is very important to be instilled from an early age. The purpose of this research is to examine ESP based on the students' perceptions of using role-play strategies to improve speaking skills. This article discusses how students can improve their speaking skills in ESP. ESP remains for English for Specific Purpose, and it is a component of English as a foreign language or second language. Typically entails teaching English to students or people who have already worked, with emphasis on the vocabulary and skills they require. Role play is a motion consultation program that includes elements of fun as well as a system and purpose. The ability to foster optimism and a sense of togetherness through active learning is one of the benefits of using the role-play method. Most students struggle with speaking when learning a language, particularly English. Problem speaking is typically caused by difficulties involved in expressing things verbally, a restricted vocabulary, restricted grammar skills that make it difficult to communicate with the right rules, and a limited power to pronounce words (pronunciation), making it difficult to the pronunciation of words that are communicated properly right.

The Effect of Role-Play on the Development of Dialogue Skills among Learners of Arabic as a Second Language

Dialogue is one of the most important methods of achieving a desired goal and persuading others to accept a certain idea. This research aims to identify the effect of the role-play strategy on the development of dialogue skills among advanced-level students in the Arabic Language Teaching Unit for Non-Native Speakers at Qassim University. Using the quasi-experimental approach, the study was administered to 50 students, 25 students in the experimental group and the same number in the control group. The experimental group was taught through role-play, while the control group was taught through the traditional textbook-based methods. Quantitative data were collected by means of a dialogue skills assessment scale designed to assess the designated dialogue skills of the study sample. A quantitative analysis of the results showed a positive effect of role-play on the development of dialogue skills in terms of self-esteem, good listening, the expression of opinion, and respect for others. The results also showed that the simulation of real-life situations motivated students to develop dialogue skills in an organized manner. The results also highlighted the positive and negative aspects of using role-play in enhancing dialogue skills of learners of Arabic as a second language. The study recommends expanding the use of the role-play strategy in teaching the various basic skills of the Arabic language to the non-native speakers at Qassim University. It also suggests useful ideas for other researchers to study innovative techniques for improving the acquisition of language skills among learners of Arabic as a second language.

MENINGKATKAN KEMAMPUAN BERBAHASA ANAK MELALUI STRATEGI PEMBELAJARAN BERMAIN PERAN DI TK PEMBINA 5 KOTA TERNATE

This article is the result of research that aims to improve children's language skills through role-playing learning strategies. Research methods using action research. There were 20 children in class B of TK Pembina 5 Ternate City. Language skills have an important role in early childhood development and development. Children can express ideas, ideas, thoughts, and desires through spoken language. Based on the results of the study in each cycle there was an increase in language skills in early childhood using role-playing strategies. Based on the results of this study it is recommended that Early Childhood Education teachers be able to use role-playing strategies to improve language skills in children.

Biology Gifted Students’ Perception towards Learning Strategies, Learning Preferences, and Information Stabilization

Biology is a natural science concerned with the study of life and living organisms. Biology makes a big contribution to our understanding of nature. Science, especially biology, has been reported to be one of the main interest areas for many gifted and talented students. Considering the increased interest and attention in the gifted and talented students, a discussion group was held with 25 Biology Gifted Students (BGS) with the aim of examining Perception towards learning strategies, learning styles, and information stabilities. The students pointed out 10 different learning strategies, which varied in importance. The top three strategies were the experiential learning strategy, open discussion strategy and thirdly self-learning strategy. Whereas flipped learning strategy, role-playing strategy, and brainstorming strategy ranked the least important respectively. The BGS’s answers regarding learning styles varied but they asserted the importance of group learning style, competitive learning style and one-to-one learning style. The best ways to install and retain information were also discussed with Biology Gifted Student. The BGS stated that the best ways to retain and stabilize the information were, paraphrasing the information, writing, repetition, drawing and explaining to others. From these results, the researcher presented a set of recommendations and proposals including encouraging teachers of gifted students to benefit from the results of this study.

Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking

Without a strategy in place, online discussions in asynchronous courses rarely rise above the level of information sharing. As a result, it is important to design discussion strategies that push students further in their interactions with both the content and each other. In this case study, the role-play strategy was examined to determine whether it fosters critical thinking and student engagement. Student discussion transcripts were examined from an online, self-paced human biology course using both Garrison et al.’s four-phase model of cognitive presence and Gunawardena et al.’s five-stage model of knowledge construction to look for evidence of higher-order thinking. Furthermore, the transcripts were examined qualitatively for phrasing that signified evidence of student engagement. The findings indicate that the role-play instructional strategy, when used in online discussions, does support student engagement and critical thinking. This strategy places students in authentic, real-world contexts and enables them to explore different perspectives while engaging with the content to discover new knowledge and construct new meaning. The research presented here also supports evidence that written reflection should be incorporated when employing the role-play strategy. Based on the insights from this study, the researchers have developed a framework for students to achieve deeper, more engaging online discussions. This framework is called the “Framework for Student Engagement and Critical Thinking in Online Discussions.”

Effect of Role-Playing Strategy on the Development of Descriptive Skills for Cosmic Occurrences Among Grade 11 General Academic Strand Students in Las Piñas City National Senior High School – CAA Campus

study responded to the spiral path of Senior High School Science curricula, so the study chose the sample from the Grade 11 General Academic Strand Students in Las Piñas City National Senior High School – CAA Campus. The researcher divided the students into two different groups in content and roles. Moreover, the researcher allowed the students to exchange roles. Also, the researcher planed three consecutive class lessons for the concept of the solar eclipse, the lunar eclipse, and the solar system. After completing the stage of defining the research question and the general framework of the study steps, the principal agreed to the procedures to implement the research plan. Then, the researcher held a training session for teachers that included a brief presentation of the research objectives, tools, and procedures. Furthermore, the researcher took the voluntary official approvals to participate in the research from the study sample. Then the researcher began planning lessons, preparing educational resources, and assessment tools. The researcher determined the educational patterns of the learners by following them closely for three consecutive days and in cooperation with the directed teacher. In the implementation phase of the study, the researcher applied a blueprint for dramatic texts and distributed roles to students according to the plan. Then, the researcher distributed a written and visual guide to enable students to understand the phenomenon and simulate it. Students showed a simulation of the solar eclipse accompanied by a single worksheet that measures understanding and record learning descriptions. Following, the students introduced the lunar eclipse phenomenon, accompanied by another worksheet, and the student completed the learning progress record. Then the students wrote reflections on their learning experience. After completing the research investigation, the researcher interviewed the focus groups. Finally, the researcher tabulated all data and analyzed it to produce learning implications that explain and evaluate the impact of this strategy on learning.

Application of Role Playing Techniques to Increase Students’ Learning Motivation in the New Normal Period

The title of this study is "Application of Role Playing Techniques to Increase Students' Learning Motivation in Class V SDN 89 Uru in the New Normal Period." The pupils in this research were all in fifth grade at SDN 89 Uru. When provided to pupils, little learning motivation is shown, and just a few repetitions are appropriate to complete the job. The goal of this research was to see if using role-playing strategies may help pupils become more motivated to learn. A pre-experimental approach was used to perform this study. In this study, descriptive and inferential statistics were used to analyze the data. This is a class V research project involving 19 pupils. To make observations and distribute surveys, and subsequently draw conclusions, data gathering techniques were utilized. Learning motivation in class V SDN 89 Uru is in the high group, according to the research findings, with an average score of 84.65, a standard deviation of 7.03, and an ideal score of 200. The use of role playing tactics is now more common than it was previously.

Implementing Roleplay Strategy To Help Trainees' Speaking Ability At English Language Teaching Assistance (ELTA) Maluku and North Maluku (MMU) Program

The article focused on the Roleplay strategy and the way to improve trainees' speaking ability. The subject of this research is the ELTA MMU trainees, and the materials used were taken from the concept of Role Play. This research consists of two cycles, with five meetings for the first cycle and three meetings for the second cycle, based on the schedule designed by the researcher. The researcher used oral tests to collect the data, and a questionnaire was used to gain the trainees' responses to Role Play. The data collected from this research shows that ELTA trainees' speaking ability is improved through Role Play. The trainees give positive opinions and responses during the use of Role Play. Based on the data, the researcher concluded that the element of speaking that has more progress for trainees' speaking improvement is comprehensive. The data shows that 9 to 10 trainees scored 3 in the first cycle, but in the second cycle, 8 to 15 participants successfully achieved a score of 4. From the result, it can be proved that the use of Role Play is successful in improving trainees' speaking ability.

Fostering ethical reasoning in medical pharmacology through role‐playing and digital tools

IntroductionReflection on ethical behavior is undoubtedly one of the most important competencies required throughout a medical career, due to the series of dilemmas and difficult decisions that health professionals have to make when providing care to patients or communities, teaching other professionals, or conducting biomedical research. Given the complexity of the challenge, it is surprising that there is little literature about effective pedagogical strategies that enhance ethical reflection in medical students. The aim of this study is to evaluate new strategies for promoting ethical thinking and reflection, in a medical pharmacology course, using technologies that can be easily implemented in other courses and programs.MethodsTo promote ethical reflection, we developed a role‐playing game that was initially conducted face‐to‐face, but was quickly adapted to a digital environment, due to the changes in classroom interaction brought about by the COVID‐19 pandemic.The academic exercise was conducted in several steps:1) The course was divided into groups that were assigned an ethical dilemma or controversial situation in pharmacology. Examples of ethical dilemmas are equal access to expensive therapies, health disasters caused by drugs or toxic substances, research in humans without review by ethics committees, academic fraud in clinical or basic research studies.2) Each group had to generate a 10‐minute newscast, in which they presented the dilemma in the form of a report, showing the point of view of the various actors involved (through the performance of the group members).3) The newscast was shared through social networks with classmates, who reviewed the material asynchronously.4) each expository group prepared an integration activity using, in a free way, digital tools (virtual boards, surveys and interactive quizzes, electronic forums, museum applications displayed on the Internet, etc) to seek to generate a deeper discussion about the assigned topic, in the classmates of the course.5) the course mates and the teacher evaluated the quality of the elements of the activity by means of the mentimeter6) at the end of the semester, an electronic survey with Likert‐type questions was applied to evaluate the students' perception of the effectiveness of the activity and their learning in 24 ethical competencies relevant to the course.ResultsDuring the two years of the innovation, the majority of students reported that the feedback provided by the professor (96%), group discussions (89%), role‐playing (79%), and opportunities for personal reflection (71%) were the activities that contributed most to their learning of ethics in pharmacology. Most students (96%) reported that the activities were helpful to them in achieving the competencies of ethical reasoning and reflection. Assessment of each competency, described in table 1, demonstrated gains in all domains.ConclusionsThe use of interaction and discussion tools, individually or in teams, in the framework of a role‐playing strategy, is an effective method to promote students' analysis of an ethical dilemma in medicine. Opening spaces for ethical discussion, in the midst of traditionally technical courses, helps students reflect more on the importance of course content and curricula, and how their learning will be useful for making better decisions as professionals.

How Do EFL Learners Interact and Learn English Communication Skills during a Role-Play Strategy?

The purpose of this study was to investigate the comparative effectiveness of a role-play strategy vs. traditional learning methods in the achievement of English as a foreign language (EFL) learners to gain proficiency in communication skills. This paper reports results of an investigation on the effects of a role-play strategy in enhancing EFL students’ English communication skills when learning English as a foreign language. The current study took 2 months and used the English Achievement test and an observation timetable of communication skills with a sample of elementary school students in Saudi Arabia. The sample included 43 male pupils aged 10-13 years, at level five in an elementary government school in Al-Baha City.The results of the study show the existence of significant statistical variances between the pre- and posttest average scores of the EFL students who used role play for learning English skills, as well as those who did not use role play, hence learning English via traditional methods. The results favor the participants who used role play for learning the English language. The findings also show favorable variances for the experimental group while the pretest scores show no statistical variances among the EFL learners in the initial group and the other groups in their English skills achievement.Moreover, on the determination of the effectiveness of the role-play strategy on the improvement of the EFL learners’ communication skills, the results note a significant difference between the control and experimental conditions in terms of improving communication skills such as confirmation, repetition, imitation, and responding to other people by giving them examples, which was not available for learners in the control group. On the other hand, the participants in the control group improved their communication skills in areas such as clarification, explanation, and making statements during the application of the role-play strategy compared to their peers in the experimental group.

Using role-play strategy in reading on developing prep stage pupils' flexible thinking

Using role-play strategy in reading on developing prep stage pupils' flexible thinking

Students' First-Aid Ability in Earthquake Disasters Significantly Improved Through an Online Role-Playing Method

Background: The earthquake brought about unprecedented societal changes, particularly among schoolchildren. Thus, in the educational setting, a lack of disaster readiness is caused by a lack of knowledge of hazards, which leads to a lack of preparedness in the event of a disaster. This study aims to see how the role-playing method in the network affects adolescent red cross students' abilities to provide first aid in an earthquake emergency. Methods: The research design used a pre-experimental design with a one-group pre-test post-test design approach to 20 PMR student respondents utilizing the Total Sampling technique, with the intervention of delivering earthquake first aid education, given twice for one week for a total of 60 minutes. An observation sheet was employed as the data-gathering equipment. The data was analyzed. T-Test with paired samples. Results: The results revealed that all respondents with a percentage (100.0 percent) had a 50 percent ability score in the pre-test and practically all of them with a percentage (90.0 percent) had a score of 75 percent-100 percent in the post-test. The mean pre-test = 8.70% and the mean post-test = 27.30% in obtaining value 0,000 = 0.05, indicating that there is an Effect of Method Role Playing In First Aid Network Capability Against Earthquake In PMR students in SMPN 1 Kalidawir Tulungagung. Conclusion: The network's role-playing strategy has an impact on motivation, and motivation is vital in the effectiveness of disaster awareness learning so that the community is more prepared and resilient in the event of a disaster.