The Effectiveness of ELSA Speak Role Playing in Teaching Vocational School Students to Speak on Report Texts

Abstract

The purpose of this study was to ascertain whether speaking skill success was higher among vocational school students taught using ELSA Speak Role Playing than among those taught using the Grammar Translation Method (GTM). Some students who frequently have trouble communicating were the subjects of this investigation. When speaking, students usually have trouble with vocabulary, grammar, pronunciation, fluency, and comprehension. This study employed a quasi-experimental methodology and a quantitative approach. Students X MPLB and X AKL SMKS PGRI 4 Blitar served as the study's subjects. There were 14 students in the experimental class and 4 students in the control group. The experimental class and the control class each participated in the study three times. The results were derived using SPSS 20 and ANCOVA by the researcher. The mean score for role play with ELSA Speak (82.778a) was higher than the traditional technique (75.278a), indicating that the analysis utilizing the role play method had a positive effect. However, students who receive instruction through role-playing are more interested and prefer using English when speaking. It indicates that this approach with ELSA Speak produces better results than the traditional approach. It can be inferred that ELSA Speak role play is a superior way to enhance speaking abilities. To address the speaking issues of vocational school pupils, teachers are advised to employ role-playing with ELSA Speak.