The Influence of Using Role Play on Students’ Intrinsic Speaking Motivation: A Self-Determination Theory Perspective

Abstract

Speaking skill is one of the key skills in learning English as a Foreign Language (EFL). Theoretically, one method that has the potential to foster students’ Intrinsic Speaking Motivation is Role Play, which fulfills three Basic Psychological Needs in Self-Determination Theory (Autonomy, Competence, and Relatedness). Therefore, this research aimed to investigate the influence of using Role Play on students’ Intrinsic Speaking Motivation. This research used a quantitative approach with a Quasi-Experimental Design of the Non-Equivalent Control Group Design type. The research sample consisted of 72 Science students in the 11th grade at a state senior high school in Jember Regency, divided into a control class and an experimental class. Data were collected using speaking motivation questionnaire adapted from the Intrinsic Motivation Inventory (IMI) and were then analyzed using Gain Score calculations, Normality Test, and Independent Sample T-Test. The research findings showed that the use of Role Play did not have a significant influence on students’ Intrinsic Speaking Motivation (Sig. = 0.363). This finding indicated that the implementation of Role play has not been able to provide a significant influence when the three Basic Psychological Needs were not optimally fulfilled and the duration of learning activity was limited. Therefore, the implementation of Role Play needs to consider these two factors in order to foster students’ Intrinsic Speaking Motivation.