The research aims to find out the effectiveness of role-play in teaching speaking.
The method of this research was a quasi-experimental design in which the subjects
are students of seventh graders junior high school. To collecting data, the researcher
used a pre-test and post-test in experimental and control class. The data analysis
used the T-test from the significance 0,05 for d.f = 42. The T-test and T-table in the
experimental class were 17,390 > 1,681. The hypothesis saying that role-playing is
effective in teaching speaking is accepted. The speaking and learning exercise is
made more engaging and intriguing by the use of role playing. Additionally, most
students will agree that having fun makes learning easier. Students are more
motivated to study and are better able to understand the material when role play is
used.