STUDENTS’ SPEAKING PERFORMANCE THROUGH ROLE PLAY: A DESCRIPTIVE STUDY AT BRITANIA SCHOOL OF ENGLISH

Abstract

This study aimed to describe students’ speaking performance during role play activities at Britania School of English. The research employed a descriptive qualitative design involving ten intermediate-level students selected through purposive sampling. Data were collected through structured classroom observation and semi-structured interviews. The analysis used data reduction, data display, and conclusion drawing. The findings indicate that students’ fluency and vocabulary use were at a moderate level. While most students were able to communicate basic ideas, hesitation and limited lexical range were still evident. Confidence varied among learners, with several students showing nervousness during performance. Spontaneity emerged as the weakest aspect, as many students relied on memorized expressions and required additional time to respond to unexpected questions. Overall, role play provided a supportive communicative environment that encouraged participation and natural language use, although continued practice is needed to enhance spontaneous speaking ability.