Penggunaan Metode Role Playing Dalam Meningkatkan Kemampuan Berbahasa Indonesia Peserta Didik Kelas III Mis Al-Hidayah Tompong

Abstract

The researchers set out to answer the following questions about their
experience using role acting as a teaching tool for Indonesian
language classes: 1). 2). The outcomes of proficiency in the Indonesian
language. 3). How effective is the role-playing approach for teaching
Indonesian language skills, and what are the obstacles to its
widespread use? Two rounds of classroom action research using a
qualitative methodology were employed to determine these issues.
Interviews, tests, documentation, and observations were the methods
employed to gather data. Both a pre- and post-test were utilized as
research tools. Based on the findings, the following steps were taken to
adopt the role-playing technique at Mis Al-Hidayah Tompong, East
Manggarai Regency: establish learning objectives, determine Core
Competencies (KI), and compile RPP in accordance with the current
curriculum. All the way to third grade at MIS AL-HIDAYAH
TOMPONG, there are four steps to using the role-playing method:
preparing, doing, observing, and reflecting. Beginning with a preaction

average of 61% and continuing through cycles 1 and 2, the
average of student learning outcomes climbed to 70.43% and 91.30%,
respectively. This study suggests that using role acting as a teaching
tool might enhance student engagement, classroom dynamics, and final
exam scores. Researchers concluded that students' proficiency in
Indonesian may be enhanced if teachers regularly employ the roleplaying
techniquein Indonesian language classes.

Keyword: improve indonesia language skills