ROLE PLAYING AS A STRATEGY TO ENHANCE PUBLIC SPEAKING AND LEARNING MOTIVATION OF RETAIL BUSINESS STUDENTS

Abstract

This article investigates how the role-playing instructional model influences two learning outcomes, public speaking competence and learning motivation, among Grade XI Retail Business students enrolled in the Marketing Strategy of Visual Merchandising course at SMK Negeri 1 Dukuhturi, examining each outcome on its own as well as in combination. The inquiry was prompted by a recurring classroom problem: students' oral communication remained weak and their engagement stayed low under a teaching pattern still centered on conventional lecturing. To investigate this, a quantitative, quasi-experimental design employing nonequivalent control groups was adopted. Seventy-two students, selected through saturated sampling, were split into an experimental cohort (36 students from class XI BR 1) and a control cohort (36 students from class XI BR 2). A performance rubric captured public speaking competence, while a questionnaire gauged learning motivation; the resulting data were processed with Multivariate Analysis of Variance (MANOVA) and an Independent Sample T-Test in IBM SPSS Statistics version 26. Findings indicate a statistically significant gain in public speaking competence attributable to role playing (t = 3.530; Sig. = 0.001 < 0.05), with the experimental group's posttest average (79.36) surpassing that of the control group (76.11). By contrast, the treatment's isolated effect on learning motivation fell short of significance (t = 1.389; Sig. = 0.169 > 0.05). Yet when the two outcomes were assessed jointly, MANOVA detected a significant combined effect (Wilks' Lambda = 0.843; Sig. = 0.003 < 0.05). Taken together, the evidence positions role playing as a workable strategy for cultivating students' public speaking ability, whether considered alone or alongside motivation, though a longer intervention period may be needed before its effect on motivation alone becomes detectable.