The role-play method in enhancing students' EFL grammar ability in English classroom:A pre-experimental study at SMP Islam Fathonul Burhan

Rahmah, Nadhira Zaidatur (2025) The role-play method in enhancing students' EFL grammar ability in English classroom:A pre-experimental study at SMP Islam Fathonul Burhan. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Mastering grammar remains a major problem among EFL students, especially when it comes to applying grammar rules in everyday communication. Many students struggle to use correct sentence structures and tenses, such as the simple present and simple past, both in speaking and writing. This problem is often exacerbated by traditional grammar teaching methods that emphasize memorization over contextual practice. Therefore, it is important to explore more engaging, contextual, and student-centered approaches to grammar instruction. This study aims to determine the effectiveness of role-playing in enhancing EFL students' grammar ability, particularly in the use of the simple present and simple past tenses. Role-playing was chosen because of its communicative and interactive nature, allowing students to use grammar in meaningful, real-life contexts. This method also encourages active participation and reduces language anxiety, enabling students to feel more confident in applying grammar rules in authentic communication. This study used a quantitative approach with a pre-experimental design, through pre-tests and post-tests. The research subjects were 30 seventh-grade female students at SMP Islam Fathonul Burhan Karawang. The students participated in a series of role-play activities that focused on practicing the use of simple present and past tenses in everyday situations. The results of the study showed a significant improvement in students' grammar ability after the implementation of the role-play method. The average student score increased from 45.83 on the pre-test to 84.83 on the post-test. The paired t-test showed a significance value of <0.001, indicating a statistically significant difference. Additionally, N-Gain analysis revealed that 73.33% of students experienced high improvement, while the remainder experienced moderate improvement. This demonstrates that role-play method is effective in grammar learning as it provides contextual learning experiences, encourages student engagement, and enhances understanding and application of sentence structures in real-world communication.

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