Open AccessTeacher responses of inserting role-playing strategy in EFL classroom
Author(s) -
Fahmi Djaguna,
Ivon Asry Langasa,
Balqis Husain,
Marrieta Moddies Swara
Publication year - 2021
Publication title -
journal of research in instructional
Language(s) - English
Resource type - Journals
ISSN - 2776-222X
DOI - 10.30862/jri.v1i2.18
Subject(s) - respondent , psychology , mathematics education , data collection , qualitative property , qualitative research , pedagogy , computer science , sociology , social science , machine learning , political science , law
The aim of this research was to find out whether the teachers responded in inserting role play when they taught speaking. This research used a qualitative design and descriptive approach. The respondent of this research was 22 Senior High School and Junior High School teachers. In collecting the data, the researcher used a questionnaire and SPSS to analyze the data. The results show that the role-playing strategy consisted of four indicators: promote exhilaration, build self-confidence, encourage communication, and language acquisition improvement. Based on the research from the questionnaire, it can be concluded that all of the teachers have used the role-playing strategy in teaching speaking.