Students’ Perceptions toward the Use of Spin Wheel and Role Play in Developing Speaking Skills at Class VIII-A MTsN 3 Kediri

Nurrosita, Alfi (2026) Students’ Perceptions toward the Use of Spin Wheel and Role Play in Developing Speaking Skills at Class VIII-A MTsN 3 Kediri. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Speaking is an important language skill for English as a Foreign Language (EFL) learners. However, many students face difficulties due to limited vocabulary, low confidence, fear of making mistakes, and limited speaking practice. Many previous studies have shown that interactive and game-based activities support speaking development and classroom engagement. To create a more interactive learning environment, the English teacher at MTsN 3 Kediri implemented Spin Wheel and Role Play. Therefore, this study aimed to describe students’ learning experiences during the implementation of these activities and explore their perceptions of their use in developing speaking skills. This study employed a descriptive qualitative research design. The research was conducted in class VIII-A of MTsN 3 Kediri. Ten students were selected through purposive sampling because they had direct experience with the implementation of Spin Wheel and Role Play and were able to provide relevant information related to the research objectives. The data were collected through semi-structured interviews supported by documentation in the form of lesson plans. The data were analyzed through data organization, coding, categorization, theme development, and interpretation. The findings indicated that students encountered several obstacles in speaking English before participating in the activities, such as anxiety, fear of making mistakes, limited vocabulary, and low self-confidence. Throughout the implementation of Spin Wheel and Role Play, students were actively involved in group discussions, speaking exercises, and role-play performances. Their learning experiences reflected four stages: reconnaissance, planning, action and observation, and reflection. In addition, all participants demonstrated positive perceptions toward the activities. They described Spin Wheel and Role Play as enjoyable, engaging, and motivating learning experiences that supported their speaking development. Students also reported improvements in confidence, participation, vocabulary mastery, fluency, and idea expression. Moreover, the activities helped create a more interactive and communicative classroom environment, making speaking practice more meaningful and supportive.

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