Student reticence during question-and-answer sessions is a persistent challenge in Indonesian higher education, particularly in disciplines that demand active verbal participation, such as Applied Communication. This Quick Fix reflects on classroom experience in two vocational higher (D-3) courses, Data Literacy and New Media Journalism, at Universitas Sebelas Maret, where structured role-playing activities grounded in theatrical performance were introduced to address widespread reluctance to speak. Drawing on relevant scholarship in communication apprehension, culturally responsive pedagogy, and active learning, this piece argues that role-playing theater can serve as a low-stakes, culturally sensitive vehicle for student voice. When students perform as characters, such as journalists, data analysts, or media critics, they often find it easier to engage verbally because the role creates a psychological buffer between the self and the act of speaking publicly. The results, though informal and observational, suggest that participation increased meaningfully after the intervention, and students reported feeling less judged when speaking as someone else. The Quick Fix concludes that educators in similar contexts should consider performative strategies not as novelties but as structurally important tools for cultivating classroom dialogue. Broader implications for curriculum design in Indonesian communication programs are also briefly considered.
Rony Kurniawan Pratama (Fri,) studied this question.