The Effectiveness of Group Guidance Services Using the Role Playing Technique in Improving Students’ Interpersonal Communication
DOI:
https://doi.org/10.51278/bse.v6i1.1150Keywords:
Group Guidance, Interpersonal Communication, Role Playing, Secondary School StudentsAbstract
Low levels of assertiveness, openness, and empathy among secondary school students frequently constitute a major obstacle to building healthy social relationships, which in turn undermines their academic achievement. This concern underlies the importance of Guidance and Counseling (GC) interventions that move beyond mere instruction toward direct experiential engagement. This study examines the extent to which group guidance services using the role playing technique can enhance students’ Interpersonal Communication (IC), drawing on DeVito’s comprehensive theoretical framework. Using a quantitative approach with a quasi-experimental one-group pretest-posttest design, the study involved eight Class X students from SMP Taman Pendidikan Islam Medan, selected through purposive sampling from a pool of 28 students based on the lowest IC scores. Four intervention sessions focused on social simulation and progressive training of IC indicators. The Wilcoxon Signed Rank Test was used to test the hypothesis, and the results showed a significant difference between pretest and posttest scores (Z = -2.524; p = 0.012), confirming the effectiveness of the service. The group’s mean IC score rose from 59.25 to 95.25, shifting from the Medium to the High category. All students (100%) who had initially fallen into the Low or Medium categories successfully reached the highest level of interpersonal communication following the intervention.
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