Role-Play Teaching Method to Promote Young Learners' Self Confidence in Speaking English

Abstract

This study employs a qualitative case study approach to investigate the use of role-play as an instructional method for enhancing the self-confidence of fifth-grade students in speaking English, conducted in Garut Regency, Indonesia. The research addresses a prevalent challenge among young learners in rural or under-resourced regions, where students frequently struggle with anxiety, hesitation, and fear of making mistakes when using English orally. To assess the effectiveness of role-play, the researcher collected data through classroom observations, student interviews, and questionnaires, ensuring the triangulation of methods. The results show notable improvements in learners’ self-confidence, reflected in their increased participation, more expressive communication, and greater enthusiasm during speaking activities following the introduction of role-play. Students viewed role-play as a fun, interactive, and supportive learning method that provided them with real opportunities to use English meaningfully. Overall, the findings support the conclusion that role-play is a beneficial and engaging strategy for fostering confidence and improving oral English skills in the context of English for Young Learners (EYL).