DEVELOPING CHINESE LANGUAGE COMMUNICATION SKILLS THROUGH ROLE-PLAYING ACTIVITIES FOR SECOND-YEAR PRIMARY SCHOOL STUDENTS

Abstract

This research aimed to: 1) compare the Chinese communicative speaking skills through role-playing activities before and after instruction among Grade 2 students; and 2) compare the Chinese communicative speaking skills through role-playing activities after instruction against a criterion of 80%. This was one-group experimental research. The sample consisted of Grade 2 students from Anubanyala School, with a total of 7 classrooms and 240 students. The sample was selected using cluster random sampling through a lottery method without replacement, with each classroom serving as a sampling unit. The tools used included a learning plan using role-play activities to develop Chinese communicative speaking skills, and pre- and post-assessment of Chinese communicative speaking skills. Data analysis was conducted by calculating percentages, means, and standard deviations, comparing pre- and post-test using a t-test (dependent) and comparing post-test results against the 80% criterion using a one-sample t-test. The research findings revealed that: 1) Chinese communicative speaking skills through role-playing activities at pre-test period were higher than those at pre-test period, with statistical significance at the 0.05 level; and 2) Chinese communicative speaking skills at post-test period exceeded the 80% criterion with statistical significance at the 0.05 level.