The Effectiveness of Role-Playing Compared To Dubbing In Teaching Speaking Skills For The Seventh Grade Students At MTsN 2 Kediri

Agustina, Sulfia Witda (2026) The Effectiveness of Role-Playing Compared To Dubbing In Teaching Speaking Skills For The Seventh Grade Students At MTsN 2 Kediri. Undergraduate (S1) thesis, UIN SYEKH WASIL.

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Abstract

ABSTRACT Agustina, S.W. (2026). The Effectiveness of Role-Playing Compared To Dubbing In Teaching Speaking Skills for the Seventh Grade Students At MTsN 2 Kediri. Thesis English Department, Faculty of Tarbiyah and Teaching Training, The State Islamic University (UIN) Syekh Wasil of Kediri. Advisor: (1) Dr. Sri Wahyuni, M. Pd. (2) Dr. Agus Edi Winarto, M.Pd., M.H Key Words: Speaking Skill, Role-Playing, Dubbing, Teaching Strategies Speaking is one of the essential skills in learning English; however, many students still face difficulties in expressing their ideas due to limited vocabulary and a lack of confidence. Therefore, appropriate teaching strategies are needed to improve students' speaking skills, such as role-playing and dubbing. This study aimed to investigate whether there are significant differences between students taught using role-playing and students taught using dubbing in teaching speaking skills. This study used a quantitative approach with a quasi-experimental design. The sample consisted of 32 students in the experimental group and 31 students in the control group. The experimental group was taught using role-playing, while the control group was taught using dubbing. Data were collected through pre- and posttest speaking assessments and analyzed using a non-parametric test, the MannWhitney U test. Since the data were not normally distributed, the researcher used the Mann-Whitney U Test to analyze the difference between the two groups. The results showed that the average score of the experimental group increased from 28.13 to 71.52, while the control group increased from 27.82 to 58.47. The Mann-Whitney U test results showed a significance value of 0.000 < 0.05, indicating that the alternative hypothesis was accepted. In conclusion, roleplaying was more effective than dubbing in improving students' speaking skills because it provided more opportunities for students to actively participate and interact in meaningful communication.

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