The Impact of Role Play Method in Enhancing Communication Skills in Early Childhood Enhancing Early Childhood Communication Through Role Play
Article Sidebar
Main Article Content
Abstract
Communication skills are an important aspect of a child's development that affects their ability to interact with their social environment. The role play method is known as an effective approach to develop these skills as it allows children to express themselves freely through various roles they play. This study aims to examine the effect of role play method in enhancing communication skills in early childhood. This research uses an experimental design with a control group, where the experimental group is treated with role play activities, while the control group receives conventional learning. The subjects of this research were five to six years old children spread across several kindergartens, a total of 60 students. The instruments used in this study are observations and interviews to measure changes in communication skills before and after treatment. The results show that the role play method has a significant positive impact on improving communication skills in early childhood. Children who participated in role play activities showed improvement in speaking, listening, and interacting with their peers. This study concludes that the role play method can be an effective strategy for improving communication skills in early childhood, and thus can be applied in early childhood education institutions. The results of this study are expected to contribute to the development of more interactive and creative learning methods to support children's communication skill development.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Berk, L. (2015). Child Development. Pearson Higher Education AU.
Bodrova, E., & Leong, D. (2024). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Routledge. https://doi.org/10.4324/9781003164920
Garvey. (1990). Play (2nd ed.). Harvard University Press.
Zare-Behtash, E., Saed, A., & Zare-behtash, P. (2018). The effect of role-playing tasks on improving speaking ability of Iranian pre-intermediate ESP learners. Iranian Journal of English for Academic Purposes, 6(2), 23-32.
Hamidah, N., Sulianto, J., & Sagala, A. C. (2021). Perkembangan bahasa pada anak usia 3 tahun. Jurnal Kualita Pendidikan, 2(2), 119-123.
Hamzah, M. Z., De Vega, N., Ummah, S. S., & Pattiasina, P. J. (2023). Role-playing method for language development in elementary school. Journal of Childhood Development, 3(2), 36-47. https://doi.org/10.25217/jcd.v3i2.3799
Harefa, I. D., & Suprihatin, E. (2023). Strategi mengatasi problematika mutu pembelajaran melalui merdeka belajar di lembaga PAUD. PAUDIA: Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 12(1), 70-77. https://doi.org/10.26877/paudia.v12i1.14617
Hasiana, I. (2021). Peran pola asuh orangtua dalam perkembangan kemampuan bicara anak usia 2-3 tahun. Jurnal Warna: Pendidikan Dan Pembelajaran Anak Usia Dini, 6(2), 45-53. https://doi.org/10.24903/jw.v6i2.744
Hermoyo, P. (2015). Membentuk komunikasi yang efektif pada masa perkembangan anak usia dini. Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini, 1(1). https://doi.org/10.30651/pedagogi.v1i1.21
Inten, D. N. (2017). Pengembangan Keterampilan Berkomunikasi Anak Usia Dini Melalui Metode Bermain Peran. Mediator: Jurnal Komunikasi, 10(1), 109–120. https://doi.org/10.29313/mediator.v10i1.2712
Jayanti, L. N. (2022). Role play for fostering young learner's soft skill in speaking English. Vivid: Journal of Language and Literature, 11(2), 127-131. https://doi.org/10.25077/vj.11.2.127-131.2022
Khairunnisa, T. A., Kasih, D., & Widiyastuti, A. (2025). Improving expressive language skills in children aged 4-5 years through role-playing activities. INTELEKTIUM, 6(1), 52–61. https://doi.org/10.37010/int.v6i1.2098
Maulana, A., Yunitasari, N., Hikmah, R. N., Rusmana, R., & Khomaeny, E. F. F. (2018). Bermain Ludo untuk meningkatkan sosial anak usia dini. Early Childhood: Jurnal Pendidikan, 2(2a), 36-45. https://doi.org/10.35568/earlychildhood.v2i2a.285
Mawardani, Az-Zahra, & Setiyatna. (2025). Strategi komunikasi efektif di PAUD. Jurnal PAUD AGAPEDIA, 9(1). https://doi.org/10.17509/jpa.v9i1.85924
Meilasari, D., & Diana, R. R. (2022). Peran orang tua dalam mengembangkan literasi pada anak usia dini. JEA (Jurnal Edukasi AUD), 8(1), 41-55. https://doi.org/10.18592/jea.v8i1.6364
Nur, M. Z., Pransiska, D., Pajira, N., Sijabat, N., Simare-mare, A., & Anggraini, E. S. (2024). Mengoptimalkan komunikasi orang tua dan anak usia dini. Khirani: Jurnal Pendidikan Anak Usia Dini, 2(3), 23-27. https://doi.org/10.55927/jeda.v4i2.148
Nuryati, N., & Rangganis, R. (2022). Penerapan metode bermain peran untuk meningkatkan kemampuan berbicara. Seulanga: Jurnal Pendidikan Anak, 3(2), 73-83. https://doi.org/10.47766/seulanga.v3i2.939
Nugroho, T., & Wijaya, A. (2025). Penerapan teknik role play untuk mengembangkan keterampilan komunikasi anak usia dini. Jurnal Pendidikan Bahasa dan Anak Usia Dini, 1(2), 01-08.. https://doi.org/10.61132/jupenbaud.v1i2.44
Papalia, Olds, & Feldman. (2008). Human Development 11th Edition. McGraw-Hill Education.
Piaget, J. & lnhelder, B. (1966). The Psychology of The Child. Basic Books.
Prasanti, & Fitriani. (2018). Building effective communication between teachers and early children in PAUD institutions. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(2), 262–269. https://doi.org/10.31004/obsesi.v2i2.96
Purnama, S., Ulfah, M., Ramadani, L., Rahmatullah, B., & Ahmad, I. F. (2022). Digital storytelling trends in early childhood education in Indonesia: A systematic literature review. JPUD - Jurnal Pendidikan Usia Dini, 16(1), 17–31. https://doi.org/10.21009/jpud.161.02
Qori'ah, T. U. W., Hafidah, R., & Dewi, N. K. (2019). Center learning model in children aged 4-5 years. Early Childhood Education and Development Journal, 1(1), 37-46. https://doi.org/10.20961/ecedj.v1i1.34521
Rampeng, R., Muhammad, A. F., Moelier, D. D., Nurwidyayanti, N., & Rizal, A. (2025). Enhancing English speaking confidence through role-play activities: a case study at SD 111 Botto, Wajo regency. Journal of Educational Analytics, 4(2), 475-484. https://doi.org/10.55927/jeda.v4i2.148
Robert E. Owens, J. (2016). Language Development: An Intruduction 10th Edition. Pearson Education.
Saputri, D. A., & Katoningsih, S. (2023). Peran guru PAUD dalam menstimulasi keterampilan bahasa anak untuk berpikir kritis pada usia 5-6 tahun. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(3), 2779–2790. https://doi.org/10.31004/obsesi.v7i3.4353
Simatupang, Tasri, Febrina, Anggraini, & Simaremare. (2024). Menganalisis permasalahan komunikasi anak usia dini 4-5 tahun di TK asisi medan. Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora, 2(3), 79–83. https://doi.org/10.59024/atmosfer.v2i3.879
Sitorus, R. W., Siregar, K. P., & Sari, R. I. (2025). The role of play based learning in early childhood development. Educia Journal, 3(1), 1–14. https://doi.org/10.71435/610424
Suryana, D. (2016). Pendidikan Anak Usia Dini: Stimulasi dan Aspek Perkembangan Anak. Jakarta: Kencana.
Vygotsky, L. S. (1978). Mind in society: The Development of Higher Psychological Processes (Vol. 86). Harvard university press.
Wahono, M. S., Hasiana, I., Vinayastri, A., Asy’ari, S. P., Hermoyo, R. P., & Sos, S. (2022). Perkembangan Anak. Yayasan pendidikan cendekia muslim.
Waroh, M., Inzany, T. M., Sapriani, Yanti, L., & Marlina. (2025). Peran guru dalam membentuk kemampuan berkomunikasi anak usia dini melalui metode bermain peran. Edu Research, 6(2), 1239-1246. https://doi.org/10.47827/jer.v6i2.930
Wood. (2020). How Children Think and Learn, 2nd Edition. Wiley-Blackwell.
Yee, L. J., Masithah, N., & Mamat, N. (2022). Learning through play in early childhood: A systematic review. International Journal of Academic Research in Progressive Education and Development, 11(4), 985-1031. https://doi.org/10.6007/IJARPED/v11-i4/16076