The effect of role play technique on young learners speaking achievement

Teaching young learners to speak English as a foreign language is challenging because generally, they have limited English exposure outside the classroom. The practice of teaching speaking to the fifth graders in a private elementary school in Surabaya by asking the students to present a given topic with guidelines unexpectedly resulted in draft memorization. This study aims to find out whether there is any significant difference in the young learners' speaking achievement before and after being taught using Role Play technique. The research method was pre-experimental using one group pre-test and post-test as her design. The pretest and post-test was analyzed using paired sample t-test with SPSS. The data shows a significant difference between the pre-test and post-test scores. The writer found to base on paired sample test above was (3.148) greater than ttable (2.093), it can be concluded that Ho is rejected and Ha is accepted. Therefore, there is a significant difference of the young learners' speaking achievement after being taught using Role Play. Accordingly, it can be concluded there was a significant increase in the speaking achievement of the subjects before and after the treatments