Teacher responses of inserting role-playing strategy in EFL classroom


  • Fahmi Djaguna Universitas Pasifik Morotai, Indonesia
  • Ivon Asry Langasa Universitas Pasifik Morotai, Indonesia
  • Balqis Husain Universitas Pasifik Morotai, Indonesia
  • Marrieta Moddies Swara Universitas Islam Syekh-Yusuf, Indonesia




Responses, role-playing strategy, EFL classroom, teaching speaking skill


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.


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