The background of the study is the low achievement motivation of the studentsin which they are unable to show their potential optimally. Thisstudy aims to increase the students’achievementmotivation throughroleplay. The study employed a quasi-experimental method with a nonequivalent (pretest and posttest) control group design. The participants of the study were the grade X students ofSMAN 6  Bandung in academic year 2019/2020. The result shows that students’ achievement motivation is increased through role play. Role playtechniqueis able to provide changes in the students’ attitudes which are supported by the results of the assessment conducted on selected students as assessors.

This study aimed to understand the effectiveness of the classroom guidance activity for the academic aspect to improve achievement motivation underachiever gifted students in SMA Negeri 4 Bandung. This was an experimental study with pre-experimental design. The data were collected through achievement motivation scale. The subject of this study was 30 students of class X SMA Negeri 4 Bandung. The sample was taken by using purposive sampling technique. The data analysis technique of this study was paired sample t-test statistical formula. The result of this study showed that classroom guidance activity for the academic aspect was effective to improve achievement motivation underachiever gifted students. This study generates a new strategy in the form of classroom guidance activity for the academic aspect was effective to improve achievement motivation underachiever gifted students.

The background of the study is the low achievement motivation of the students in which they are unable to show their potential optimally. This study aims to increase the students ‘achievement motivation through role-play. The study employed a quasi-experimental method with a non-equivalent (pretest and posttest) control group design. The participants of the study were the grade X students of Senior High School 6 Bandung in academic year 2019/2020. The result shows that students’ achievement motivation is increased through role-play. Role-play technique is able to provide changes in the students’ attitudes which are supported by the results of the assessment conducted on selected students as assessors.