This research investigated the effectiveness of using role-play videos as a teaching medium to improve students’ English-speaking skills at MAN 1 Banda Aceh. The study
applied a pre-experimental design with a one-group pre-test and post-test approach. The sample consisted of 40 second-grade students of class XI-10, selected through purposive sampling because the class demonstrated potential yet still faced challenges in speaking confidently and fluently. Data were collected through speaking tests conducted before and after the treatment. The treatment involved the use of selected role-play videos from YouTube, particularly narrative texts such as folk tales and short stories, which served as models for students. After watching, students engaged in group role-play activities
where they rehearsed and performed similar scenarios. Students’ speaking skills were assessed using a rubric covering pronunciation, grammar, fluency, vocabulary, and
comprehension. The findings revealed a significant improvement in students’ performance. The average pre-test score was 62.50, while the post-test average increased
to 80.00. Statistical analysis using a paired sample t-test yielded a significance value of 0.000 (< 0.05), confirming that the difference between the two tests was significant.
The results indicated that students made progress in all speaking aspects, particularly in fluency, pronunciation, and confidence. Moreover, the integration of role-play videos
created a more engaging, collaborative, and interactive learning atmosphere. It not only enhanced students’ motivation but also helped reduce speaking anxiety. In conclusion, the study affirms that role-play videos are an effective medium for improving students’ English-speaking skills. Therefore, educators are recommended to adopt multimediabased role-play as a communicative and creative approach to English language teaching.