Elisa Putri Anjani, Yuliati Yuliati

The implementation of role play in supporting speaking class

Introduction

The implementation of role play in supporting speaking class. Enhance EFL speaking skills in Indonesian high schools using role-play. This paper explores a practical framework for integrating role-play into "Kurikulum Merdeka" to boost 21st-century communication competence.

Abstract

In the context of 21st-century education and the growing importance of communicative competence, oral instruction in English as a foreign language (EFL) classrooms faces increasing expectations and ongoing challenges. The current Indonesian high school classroom, marked by the “Kurikulum Merdeka”, requires instructional strategies that promote student engagement, collaboration, and meaningful oral communication. This paper discusses how role play can be integrated into English teaching at the senior high school level in Indonesia to strengthen students’ oral communication skills. Based on the principles of communicative language teaching, sociocultural theory, and cooperative learning, role-play is viewed not only as a teaching activity but also as a strategic framework for language development. This article synthesizes relevant theoretical and empirical literature highlights the transformative potential of role-play, and proposes a practical framework for its implementation in Indonesian classrooms. Considering challenges such as teacher preparation, class size, and assessment focus, and then propose strategic considerations to address these challenges. By repositioning role-play as a reflective, student-centered process rather than a performance-oriented task, this article advocates for its inclusion as a core component of oral instruction. Role-play not only promotes language development but also enables EFL learners to build confidence, empathy, and autonomy, which are essential for developing 21st-century communication competence.

Review

The paper titled "The implementation of role play in supporting speaking class" addresses a highly relevant and timely topic within English as a Foreign Language (EFL) education, particularly in the context of Indonesian senior high schools and the "Kurikulum Merdeka." The abstract clearly articulates the increasing expectations for communicative competence in 21st-century education and positions role-play as a strategic instructional framework to strengthen students’ oral communication skills. The intention to integrate role-play based on established principles of Communicative Language Teaching, sociocultural theory, and cooperative learning is commendable, providing a solid theoretical foundation for its arguments. A significant strength of this proposed work lies in its comprehensive approach, viewing role-play not merely as an activity but as a framework for language development. The abstract highlights the paper's commitment to synthesizing theoretical and empirical literature to propose a practical implementation framework for Indonesian classrooms. Crucially, it acknowledges and intends to address common challenges such as teacher preparation, class size, and assessment focus, suggesting a realistic and actionable perspective. The emphasis on repositioning role-play as a reflective, student-centered process rather than a performance-oriented task is a particularly insightful contribution, promising to foster confidence, empathy, and autonomy alongside language development. While the abstract presents a compelling case, a key aspect that could strengthen the paper, if it is not already incorporated, is a more explicit discussion of *how* the proposed framework's effectiveness would be evaluated or *how* the literature synthesis leads to specific, actionable steps for curriculum developers and teachers. Given that it "proposes a practical framework," it would be beneficial to see if this framework includes detailed examples of activity sequences, specific adaptations for large classes, or concrete assessment rubrics that align with the student-centered, process-oriented approach. Nevertheless, the paper's focus on a critical area of EFL instruction and its practical orientation make it a valuable contribution to the field.

Full Text

Comments

You need to be logged in to post a comment.