Teacher responses of inserting role-playing strategy in EFL classroom
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The aim of this research was to find out whether the teachers responded in inserting role play when they taught speaking. This research used a qualitative design and descriptive approach. The respondent of this research was 22 Senior High School and Junior High School teachers. In collecting the data, the researcher used a questionnaire and SPSS to analyze the data. The results show that the role-playing strategy consisted of four indicators: promote exhilaration, build self-confidence, encourage communication, and language acquisition improvement. Based on the research from the questionnaire, it can be concluded that all of the teachers have used the role-playing strategy in teaching speaking.
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2014 ◽
Vol 98
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pp. 1445-1453
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2021 ◽
Vol 3
(2)
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pp. 167-192
2019 ◽
2021 ◽
Vol 3
(5)
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pp. 39-53
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Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers
2020 ◽
Vol 9
(4)
◽
pp. 1491-1502
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