THE EFFECTIVENESS OF DRAMA STRATEGY TO ENHANCE STUDENTS' SPEAKING SKILL

Yogi Rivaldo Ananta

Abstract


ABSTRACT

 

Ananta, Y. R .2021.The Effectiveness of Drama Strategy to Enhance Students’ Speaking Skill. Skripsi, English Education Department, Faculty of Teacher Training and Education, University of Islam Malang.

Advisor : (I) Dr. Alfan Zuhairi,M.Pd (II) Febti Ismiatun, S.Pd,M.Pd

 

Key words: English Drama Strategy, Group Presentation, Speaking

Drama is experimential learning that engaged mind, body, voice, and emotions to interpret and convey to others information and ideas. Drama technique can improve students’ communicative skills. It will engage the students to be more active.

This study investigated the effectiveness of using English drama to enhance students’ speaking skill in tenth grade students at NU PAKIS Senior High School Malang. The participants of this study consist of 60 students. This study used quasi experimental research design. The researcher used a speaking test as the instrument to collect the data. There are pre test and post test.  The data was analyzed using Mann Whitney test to find out any significant differences between experimental and control group in terms of speaking performance. The result of Mann Whitney test found that the sig. value was lower than 0.05, that is 0.003 (0.003 < 0.05), which means the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that English drama had significant effect in students speaking skill rather than using group presentation. Furthermore, the mean rank of experimental group was higher than control group (69.07 > 61.67) and the experimental students have better speaking than control group.

Based on the result, the researcher concluded that English drama strategy gave significant contribution to enhance the students' speaking skill and the English drama strategy could be an effective method to teach speaking. The findings showed that there are some significant differences between students who are treated by English drama and students who are treated group presentation strategy on students’ speaking skill in ten grade Senior High School students at NU PAKIS Senior High School Malang.

The application of drama into the language classroom practices is, yet, probably challenge, the nature of drama-based role plays need to be considered and presented by the English teachers in their instructional learning so as to allow students to take greater responsibility for their learning in dynamic, engaging, interactive and meaningful ways.


Full Text:

PDF PDF

References


Aleksandrzak, M. (2011). Problems And Challenges In Teaching And Learning. Glottodidactica. Vol. 1 No. 2, 20-23.

Anderson, M. & Anderson, K. (2003). Text Types In English 2. Macmillan Education Australia PTY, Ltd.

Brown, H.D. (1994). Teaching By Principles: An Interactive Approach To Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

Burns, A., & Joyce, H. (1997). Focus On Speaking. Sydney: National Center For English Language Teaching And Research.

Cheng, Y., E. K. Horwitz, & D. L. Schallert. (1999). Language Anxiety: Differentiating Writing And Speaking Components. Cambridge: Cambridge University Press.

Effendi, D.E. (2015). The Effect Of Using Drama Technique In Teaching Speaking Skill To The Second Semester Students Of Islamic Economics At Unisnu Jepara In 2013/2014. Jurnal Tarbawi. 12(1), 5-9

Maley, A. And Duff, A. (1979) Drama Techniques In Language Learning. Cambridge: Cambridge University Press

Parviz, M. (2013). The Effect Of Dramatized Instruction On Speaking Ability Of Imam Ali University EFL Learners. Imam Ali University. Iran. 1:10-15.

Alasmari, N., & Alshae'el, A. (2020). The Effect Of Using Drama In English Language Learning Among Young Learners: A Case Study Of 6th Grade Female Pupils In Sakaka City. International Journal Of Education And Literacy Studies.

Bahadorfar, & Omodvar. (2014). Storytelling To Improve Students' Speaking Skill. English Education.

Courtney. (2017). Using Drama As An Effective Method To Teach Elementary Students. Eastern Michigan University .

Diniarty, F., Sutapa, Y. G., & Bunau, E. (2018). Improving Students’ Speaking By Using Drama Technique. Fkip Untan Pontianak.

Fitriani, D. A., Apriliaswati, R., & Wardah. (2017). A Study On Student’s English Speaking Problems In Speaking Performance. Jurnal Pendidikan Dan Pembelajaran.

Hirai. (2010). A Study On Grammar Teaching At An English Education. International Journal On Studies In English Language And Literature (IJSELL).

Ho, P. V. (2018). Fluency As Successful Communication. International Journal Of Tesol & Education.

Kayi, H. (2006). Teaching Speaking: Activities To Promote Speaking In A Second Language . The Internet TESL Journal.

Kristina, & Diah. (2019). Maximizing Multimodal Literacies For Listening And Pronunciation Purposes Using Youtube Resources. Lingua: Jurnal Bahasa Dan Sastra.

Nguyen, H. B. (2017). Drama-Based Role Play Activities To Impact On Students’ Speaking Performance. Can Tho University Journal Of Science.

Phelan, P. (2000). Special Issue : Narrative And Performance. Columbus, OH : Ohio State University Press.

Rohmatillah. (2012). A Study On Students' Difficulties In Learning Vocabulary. IAIN Raden Intan Lampung.

Ross, S. M., & Morrison, G. R. (2014). Experimental Research Method. New York : John Wiley And Sons.

Shraiber, E., & Yaroslavova, E. (2016). Drama Techniques In Teaching English As A Second Language To University Students. South Ural State University.

Snow. (2002). Improving Students' Reading Rate And Comprehension By Using Timed Repeated Readings. Language Center.

Stinson, M. T., & Moore, T. (2009). Drama And Curriculum. International Journal Of English Education.

Tulay, U. (2007). The Advantages Of Using Drama As A Method Of Education In Elementary Schools. Hacettepe University, 89-94.


Refbacks

  • There are currently no refbacks.