Enhancing Elementary Students’ Speaking Skills through Sociodrama Method: A Classroom Action Research at Elementary School of Latansa, Wonosalam, Demak, Central Java

Abstract

This classroom action research explores how the sociodrama method impacts the development of speaking skills in Indonesian language learning among 27 fifth-grade students (13 females and 14 males) at Elementary School of Latansa, Wonosalam, Demak Regency, Central Java. The study addresses the problems observed in traditional classrooms, where students frequently indicate passivity and limited verbal engagement. The eight variables used to rate speaking skill were pronunciation, fluency, vocabulary, grammar, content coherence, comprehensibility, confidence and voice projection, and interaction skills. Data were collected by observation, interviews, documentation, and oral performance assessments. Students were divided into three performance levels based on their speaking test results: High (8 students or 29.6%), Medium (15 students or 55.6%), and Less (4 students or 14.8%). The results show that most students showed considerable improvements, particularly in pronunciation and confidence. Those in the High category demonstrated strong and consistent performance across all variables. Meanwhile, children in the medium group exhibited increasing skills, though some continued to struggle with grammar and subject development. A small portion of students remained in the Less group, requiring additional support. The results demonstrate no significant gender disparities in performance, indicating that the method benefits all students, regardless of gender. Overall, the study shows that the sociodrama method increases student engagement, encourages expressive language use, and helps the overall development of speaking skills. It is recommended as an alternative pedagogical method to complement or replace traditional, worksheet-focused instruction in Indonesian language learning at the elementary level.