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Improving Students’ Speaking Ability Though Educational Drama Method at the First Grade of SMA LPP UMI Makassar
Lestari Julen1, Rina Asrini Bakri2, Nurfitriyah Halim3
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
The purpose of this research is to find out whether using Educational Drama method can improve the students’ speaking ability at the first grade of SMA LPP UMI Makassar. This research uses pre-experimental method. The population of this research is the first-grade students of SMA LPP UMI Makassar in 2021/2022 academic year. The sample was class X that consists of 15 students and used the total sampling technique. The instruments of this research were speaking test and audio recorder. The results showed that there was a significant difference of students’ mean score in pre-test and post-test, where the mean score in post-test was higher than pre-test (77.33 > 24.7) and the T-test value is greater than the T-table value (12 > 2.144). Based on the result of the data analysis, it can be concluded that the use of Educational Drama method can improve students’ speaking ability.
Keywords: Educational Drama Method, Speaking Ability.
Introduction
According to Brown (2001) there are some sub-skill to learn speaking include speaking with the correct pronunciation, speaking fluently without using more pause, using the correct grammar, able to deliver what the speaker wants to say appropriately without make the listener confused or misunderstanding, using the correct conjunction to deliver the idea, and able to speak according to the conditions (who is the speaker talking to and in what context). Those are the sub-skills that should teach for the English learner to be able to speak in English.
In fact, students face a lot of problems in mastering their speaking ability. According to Irmawati (2016), in her thesis, the highest inhibiting factor in the learning process is the lack of tasks that makes them less time to practice. Furthermore, the highest inhibiting factor that makes students difficult to speak is related to aspects of learning material that are difficult to understand and also students have a lack of vocabulary so they cannot speak English very well. Dealing with this condition, the English teacher is supposed to try using a different way in teaching speaking. In this research, the researcher used English Educational Drama Method to improve students’ speaking ability. Moreover, based on the researcher’s observation at SMA LPP UMI Makassar, the researcher found out some issues related to the teaching and learning activities. First, the students had low speaking ability, second, the students had low motivation in learning English subject and third, the teacher used monotonous teaching techniques.
83 One of the methods that can be used to make the class interested and effective in learning English, especially in speaking skill, is by using Educational Drama Method. Drama provides us a universal picture of the nature of man and social man, a good man and evil man (Yuliani 2020).
Dramatization could help the teacher addressed the four skills of language learning and it was also favours and facilitates the study of some often neglected aspects of language, such as pronunciation and body language. Educational Drama Method allowed the student to express their individuality, and the material. Educational Drama Method helped the students to release their English competence.
Educational Drama Method activities could be used to provide opportunities for the students to be involved actively and able to express orally their ideas, collectively, and communicative.
Relating to explanation above, the researcher had used Educational Drama Method as the research method to help the students in improving their English speaking ability. The researcher conducted the research in improving students’ speaking ability through Educational Drama Method at the first grade of SMA LPP UMI Makassar.
REVIEW OF RELATED LITERATURE Speaking
Speaking is the process of building and sharing idea. Speaking is concerning putting the ideas into words about perception, feeling, and intention to make the other people grasp the message that is conveyed. It can also be said that speaking is peoples’ ability in expressing their idea to other people.
According to Suliawati (2013), speaking is a crucial part of language learning. It needs the speaker to produce the target language in the spoken form.
Speaking in English is one of four language skills that should be developed besides the other three language skills. According to Spratt (2005), speaking is a productive skill like writing. It involves using speech to express meaning to other people. Thornbury (2005) said that speaking is a skill, an interactive skill that requires the ability to have cooperation with other aspect of the language.
Speaking skills need to be developed and practiced independently from the other aspects of the language, such as grammar and listening. In that case, the teaching and learning process will be as interested as possible to be conducted in each classroom to make the students more interested in learning the other aspects of language.
From the definition above, it can be concluded that speaking is an activity in which the speaker produces utterances to express his/her ideas in to exchange information, so the listener understands what the speaker means.
The Concept of Educational Drama
Drama is the literacy design for performance in the theatre in which actors take the roles of the characters, perform the indicated action, and utter the written dialogue. Drama is a kind of literacy work that tells a story using the dialogue or sequent of conversation between what the actors say, the scene, the playwright, or the writer of the script and stage. Drama is a natural game for all children and it makes important contributions to child development. When children encounter some extraordinary situations and act out different roles, they can acquire the skills that are crucial for their development.
According to a book written by Wagner (1976) Educational drama was first developed by Dorothy Heatchote in the 1950s. Educational drama refers to dramatic activities and games used primarily in educational settings with children, Aini (2014). Besides that, Zaghloul (2018) added that educational drama, or creative drama, is one of the most effective tools for improving communication and thinking skills. If the children's natural activities and the games they play with their friends in daily life are transferred to the field of education, they will be more motivated towards learning.
"Learning by doing" is the core of the idea that educational drama is an effective method of learning.
The Procedures for Teaching and Learning Speaking through Educational Drama.
According to Yuliani (2020), educational drama is to be demonstrated based on the dialogue created by the students after giving the instruction. The teacher creates and improves the procedures that are appropriate for his class. The procedures are as follows:
84 1) First, the researcher divides the class into groups, each consisting of 4–5 students.
2) The researcher shares the drama script to the students.
3) After that, the researcher gives the students time to practice it in their chairs before they act it out in front of the class.
4) The researcher sets the time limit for the act out. For this practice of acting out the drama, the researcher limits the time to 20 to 30 minutes.
5) The researcher walks around correcting and checking.
6) Then, the researcher calls one by one of the groups in front of the class to perform their drama for 8 minutes.
7) Finally, the researcher gives the score.
Conceptual Framework
Hypothesis
1) Null Hypothesis (H0): There is no improvement in the students’ speaking ability by using the Educational Drama Method.
2) Alternative Hypothesis (H1): There is an improvement in the students’ speaking ability by using the Educational Drama Method.
METHODOLOGY
This research used a pre-experimental design with a one-group pre-test and post-test design to solve the speaking problem of the students by using Educational Drama Method. The formula for this design was as follows:
Table 3.1.Research Method Design Pre-Test Treatment Post-Test
O1 X O2
Where:
O1 : Pre-test X : Treatment O2 : Post-test
(Creswell 2009) Population of the Study
The population of this research was the first year students of SMA LPP UMI 2021/2022. The total number of population was 15 students.
Sample of the Study
The researcher used total sampling technique. The researcher took the students of the first grade in SMA LPP UMI Makassar as the sample. The sample consists of 15 students.
INPUT
Speaking ability
PROCESS
Teaching speaking through educational drama
OUTPUT
Improving students’
speaking ability
85 Technique of Data Analysis
To measure the speaking ability of the students, the researcher applied the following scoring system. There were three components to scoring for students’ speaking ability, namely, accuracy, fluency, and comprehensibilit.
FINDINGS AND DISCUSSION Findings
1. The Classification, frequency and rate percentage of Students’ Pre-Test Scores. a) Pre-Test Score of Fluency
Table 4.3
The distribution of frequency and percentage fluency score in pre-test No Score Classification Frequency Percentage
a) 90 – 100 Very Good 0 0%
b) 70 – 89 Good 0 0%
c) 50 – 69 Average 0 0%
d) 30 – 49 Poor 6 40%
e) 0 – 29 Very Poor 8 60%
Total 15 100%
Table above shows that, the rate percentage of score of fluency in pre-test from 15 students, 6 (40%) students achieved the poor score, 8 (60%) students got the very poor score.
b) Pre-test Score of Comprehensibility
Table 4.4
The distribution of frequency and percentage comprehensibility score in pre-test
No Score Classification Frequency Percentage
a) 90 – 100 Very Good 0 0%
b) 70 – 89 Good 0 0%
c) 50 – 69 Average 2 13.33%
d) 30 – 49 Poor 8 53.33%
e) 0 – 29 Very Poor 5 33.33%
Total 15 100%
From the table above tells us that out of 15 students, there was 2 (13.33%) students received the average score, 8 (53.33%) students received the poor score, and 5 (33.33%) students received the very poor score in the comprehensibility pre-test.
c) Pre-test Score of Accuracy
Table 4.5
The distribution of frequency and percentage accuracy score in pre-test No Score Classification Frequency Percentage
a) 90 – 100 Very Good 0 0%
b) 70 – 89 Good 0 0%
c) 50 – 69 Average 1 6.7%
d) 30 – 49 Poor 7 46.7%
e) 0 – 29 Very Poor 7 46.7%
Total 15 100%
86 In the table 4.5 displays that the students’ scores accuracy in pre-test, where there were 1 (6.7%) student obtained the average score, 7 (46.7%) students obtained the poor score, and also in the very poor score as same as the poor score, there were 7 (46.7%) students obtained it. Meanwhile, none of the students obtained the good score and the very good score.
2. The Classification, frequency and rate percentage of Students’ Post-Test Scores. a) Post-Test Score of Fluency
Table 4.6
The distribution of frequency and percentage fluency score in post-test No Score Classification Frequency Percentage
a) 90 – 100 Very Good 7 46.7%
b) 70 – 89 Good 8 53.33%
c) 50 – 69 Average 0 0%
d) 30 – 49 Poor 0 0%
e) 0 – 29 Very Poor 0 0%
Total 15 100%
Based on the table 4.6 above, it shows that in the students’ fluency score in the post-test, there was 7 (46.7%) students classified as the very good score and 8 (53.33%) students as the good score.
Meanwhile, none of the students obtained the average score, the poor score, and the very poor score.
b) Post-Test Score of Comprehensibility
Table 4.7
The distribution of frequency and percentage comprehensibility score in post-test
No Score Classification Frequency Percentage
a) 90 – 100 Very Good 5 33.33%
b) 70 – 89 Good 10 66.7%
c) 50 – 69 Average 0 0%
d) 30 – 49 Poor 0 0%
e) 0 – 29 Very Poor 0 0%
Total 15 100%
The table 4.7 above shows that out of 15 students, there was 5 (33.33%) students received the very good score, 10 (66.7%) students received the good score, and none of the students obtained the average score, the poor score, and the very poor score. Based on the results of the students' comprehensibility post-test scores, the researcher created the graph below.
c) Post-Test Score of Accuracy
Table 4.8
The distribution of frequency and percentage accuracy score in post-test No Score Classification Frequency Percentage
a) 90 – 100 Very Good 5 33.33%
b) 70 – 89 Good 10 66.7%
c) 50 – 69 Average 0 0%
d) 30 – 49 Poor 0 0%
e) 0 – 29 Very Poor 0 0%
Total 15 100%
The table 4.8 above shows that the frequency and rate percentage of accuracy score in the pre-
87 test out of 15 students. There was 5 (33.33%) students obtained the very good score, 10 (66.67%) students obtained the good score, and none of the students obtained the average score, the poor score and also the very poor score.
3. Mean Score of Pre-Test and Post-Test
Table 4.9
The mean score of pre-test and post-test in fluency, comprehensibility, and accuracy
Ability Mean Score of Pre-Test Mean Score of Post-Test
Fluency 24 79.33
Comprehensibility 29.33 76.7
Accuracy 26.7 76.7
The table 4.9 above depicts the comparison between the mean score of pre-test and post-test of each speaking sub-skills. Where the comprehensibility’s mean score in the pre-test is the lowest mean score, while the fluency score is the highest mean score. There was significant difference from the pre- test score of fluency that proved the fluency mean score is the highest of the speaking sub-skills, which is fluency, comprehensibility, and accuracy.
4. Hypothesis Testing
df = N – 1, Where (N = 15) df = 15 – 1
df = 14
For the level of significance (𝑎) is 0.05 and the degree of freedom (df) is 14, and the value of T-Table is 2.1447. The T-Test value = 12, was higher than the T-Table (2.1447). It can be concluded that the null hypothesis (H0) of this research is rejected and the alternative hypothesis (H1) is acceptable because there is an significance different between the pre-test and the post-test results by Educational drama to improve the students’ speaking ability.
Table 4.13 Table of Significance
df Level of Significant (P) T-Test Value T-Table Value
14 0.05 12 2.1447
The table 4.13 above shows that T-Test value is higher than the T-Table (12 > 2.1447). It can be concluded that the students’ pre-test and the students’ post-test results different significantly.
Discussion
As a result, the researcher discovered that Educational Drama was capable of minimizing every problem that students encountered when speaking in front of the class or outside of the classroom. Educational drama gives students time and space to practice speaking. Dramatization assists the teacher in addressing the four skills of language learning, as well as favoring and facilitating the study of some often overlooked aspects of language, such as pronunciation and body language. Drama allows students to express themselves as well as the material. Drama assists students in expressing their English proficiency. Drama activities can be used to provide opportunities for students to be actively involved and able to express their ideas orally, collectively, and communicatively.
88 This is consistent with what Belhan (2014) has stated that Educational drama is a well-known and important component of the language arts curriculum, particularly in areas dedicated to assisting children in being more capable and skilled oral speakers. Creative drama is an excellent tool for developing speaking skills because it provides a wide range of learner-centered oral communication, speaking, and listening experiences and activities. Another reason educational drama is an excellent tool in the language classroom is that it engages children on multiple levels, including their bodies, minds, emotions, language, and social interaction.
Moreover Diniarty (2018) stated that the students are motivated to speak confidently because they are not working alone in drama. They worked as a team, assisting, encouraging, and motivating one another. Drama brings something new to the classroom and encourages students to learn. It encouraged students to participate more actively in class. Students' pronunciation problems could be solved by continuously practicing their pronunciation. The use of drama techniques may positively encourage students to speak English.
The use of Educational Drama improved the students’ speaking ability as proven by the pre- test and post-test. It was caused by a number of factors, including the fact that media teaching is appropriate for students, the majority of them actively participate in the learning process. On the other hand, Educational Drama was a fun media that provided students with constant practice in speaking, so their ability improved.
In the brief of the discussion above, the use of educational Drama was good enough to develop the students’ speaking ability. It could be proved by seeing the improvement in students’ pre- test and post-test scores. Thus, it indicates that the first grade students of SMA LPP UMI Makassar developed their speaking ability.
CONCLUSION AND SUGGESTION
From several explanation and the data that have been described in the previous section, the researcher concluded that:
First, there was a good responding after doing the treatment. It means that the method is effective to improve the students’ speaking ability at the first grade students of SMA LPP UMI Makassar in 2021/2022 academic year. Improving students’ speaking ability through Educational Drama could encourage them to participate actively in the learning process. Second, the data analysis revealed that there was a significant difference between the students’ mean score in the pre-test and post-test. The post-test score was higher than the pre-test score. It means that improving students’
speaking ability through Educational Drama was effective for the first grade students of SMA LPP UMI Makassar.
For students, be conscious of the fact that speaking is and essential skill in English communication. Students should try to speak individually or in groups in everyday situations, such as heaving a conversation, because this will encourage students to speak up more and improve natural communication skills.
For the teacher, the use of Educational Drama can significantly improve the accuracy, fluency and comprehension of students’ speaking abilities. As a result, it is strongly recommended that it be used in the classroom to teach English speaking in order to improve students’ speaking ability. The teacher is suggested also be creative when teaching English, particularly speaking, because mastering English requires more technique or method.
For the next researchers, there are many cases that must be improved in order to improve students’ speaking ability generally. However, in this research, the focus was on improving students’
speaking accuracy, fluency and comprehension. As a result, the next researcher can choose another case of speaking to improve, without having to use this method or other method. However, it is preferable to use this method in order to determine how the students’ speaking ability has improved as a result of various discussions. The findings of this study can be used as an additional to other research or as a starting point for new researcher with different topics for future researcher.
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