THE EFFECTIVENESS OF DRAMA STRATEGY TO ENHANCE STUDENTS’ SPEAKING SKILL
SKRIPSI
BY
YOGI RIVALDO ANANTA NPM 21701073093
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
DECEMBER 2021
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.
ABSTRAK
Ananta, Y.R .2021.Keefektifan Strategi Drama untuk Meningkatkan Keterampilan Berbicara Siswa. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Malang.
Pembimbing : (I) Dr. Alfan Zuhairi,M.Pd (II) Febti Ismiatun, S.Pd,M.Pd
Kata kunci: Strategi Drama Bahasa Inggris, Presentasi Kelompok, Berbicara Drama adalah pembelajaran eksperimental yang melibatkan pikiran, tubuh, suara, dan emosi untuk menafsirkan dan menyampaikan informasi dan ide kepada orang lain. Teknik drama dapat meningkatkan kemampuan komunikatif siswa. Hal ini akan membuat siswa menjadi lebih aktif.
Penelitian ini menyelidiki keefektifan penggunaan drama bahasa Inggris untuk meningkatkan keterampilan berbicara siswa pada siswa kelas sepuluh di SMA NU PAKIS Malang. Partisipan penelitian ini berjumlah 60 siswa. Penelitian ini menggunakan desain penelitian quasi eksperimen. Peneliti menggunakan tes berbicara sebagai instrumen untuk mengumpulkan data. Ada pretest dan posttest.
Data dianalisis dengan menggunakan tes Mann Whitney untuk mengetahui perbedaan yang signifikan antara kelompok eksperimen dan kontrol dalam hal kinerja berbicara. Hasil uji Mann Whitney didapatkan bahwa sig. nilainya lebih kecil dari 0,05 yaitu 0,003 (0,003 < 0,05) yang berarti hipotesis alternatif (Ha) diterima dan hipotesis nol (Ho) ditolak. Dapat disimpulkan bahwa drama bahasa Inggris memiliki pengaruh yang signifikan terhadap keterampilan berbicara siswa daripada menggunakan presentasi kelompok. Selanjutnya, peringkat rata-rata kelompok eksperimen lebih tinggi dari kelompok kontrol (69,07 > 61,67) dan siswa eksperimen memiliki kemampuan berbicara yang lebih baik daripada kelompok kontrol.
Berdasarkan hasil penelitian, peneliti menyimpulkan bahwa strategi drama bahasa Inggris memberikan kontribusi yang signifikan untuk meningkatkan keterampilan berbicara siswa dan strategi drama bahasa Inggris dapat menjadi metode yang efektif untuk mengajar berbicara. Temuan menunjukkan bahwa ada beberapa perbedaan yang signifikan antara siswa yang diberi perlakuan drama bahasa Inggris dan siswa yang diberi perlakuan strategi presentasi kelompok terhadap keterampilan berbicara siswa pada siswa kelas X SMA di SMA NU PAKIS Malang.
Penerapan drama ke dalam praktik kelas bahasa, namun, mungkin merupakan tantangan, sifat permainan peran berbasis drama perlu dipertimbangkan dan disajikan oleh guru bahasa Inggris dalam pembelajaran instruksional mereka sehingga memungkinkan siswa untuk mengambil tanggung jawab yang lebih besar untuk pembelajaran mereka. dengan cara yang dinamis, menarik, interaktif, dan bermakna.
CHAPTER I INTRODUCTION
This chapter presents the discussion on the background of the study , objective of the study, research question, hypothesis, significance of the study, scope and limitation of the study, and definition of key terms.
1.1 Background of the Study
Speaking is known to be a very valuable ability and it is one of the important keys of conversation. By mastering speaking skill, we can connect, articulate thoughts, purpose, and convince others. Huan (2017:91) states that speaking is also one of the language arts that is most frequently used by people all over the world. When people chat, it means they're interacting. According to Diniarty, Sutapa, & Bunau (2018), Speaking is the connector between knowledge and learners in education. The learners can communicate their expertise by speaking.
When anyone speaks, he or she communicates and uses words to communicate his or her opinions, emotions and perceptions. He or she frequently exchanges knowledge with others by correspondence.
Fitriani, Apriliaswati, & Wardah (2017) stated that foreign language students are currently dissatisfied with their inability to participate in speaking activities.
English has been their school subject since they are in primary school, but after many years of studying, they do not master it. This may be a difficult problem to solve because most teachers use conventional approaches in teaching and
learning process. Unfortunately, learning speaking is not simple in Indonesia. It was discovered that the majority of the learners still struggle to communicate in English. It was due to the learners' lack of knowledge of certain English vocabulary, bad pronunciation, fear of making mistakes, and unwillingness to speak English. These issues are resulting in their inability to communicate or transmit their thoughts verbally (Widyasworo, 2019). The researcher made an observation in NU PAKIS Senior High School and noticed that most students were anxious when the teacher asked them to speak in front of the class. As a consequence, their ability to communicate has only remained at a low level without any attempt to develop it. The issues occur when they are not involved in the practice of communicating because there is just a little possibility of doing so.
Several approaches have been employed and created to overcome those problems, and drama could be one of the solutions. Alasmari & Alshae (2020) stated that using the use of drama as a teaching technique is not a new thought.
Drama and theater have been used successfully for learning. Eminent thinkers such as Plato and Aristotle promoted drama as a method of teaching; however, they also suggest that educators should differentiate between performance activities that are used to encourage learning and those that are not. On the bases of the above evidence, the researcher tried to find an innovative solution to increase the number of speaking students in NU PAKIS Senior High School by using English drama as a teaching speaking technique. There are many surveys that affirm the advantages of drama in studying foreign languages. Zakhareuski (2018) as cited in Alasmari & Alshae (2020) strongly agree that the use of drama
in English language schools through acting not only boosts learners' self- confidence and self-esteem, but also reduces speaking anxiety.
Based on Shraiber & Yaroslavova (2016), drama strategies in teaching have been proposed in the 1950s. It was assumed that when people engaged in more spontaneous, improvisational work (traditionally known as the "drama"), their levels of involvement and feeling would be more emotional and "genuine" than when they performed on stage (traditionally known as the "theatre"). A second reason for incorporating drama into English language classrooms, as proposed by Zakhareuski, it promotes collaboration among students who are representing various characters. In order to make a good piece of art, collaborate to decide on parts of drama such as the characters and the scene are needed. In this approach, the teacher's responsibility is restricted to generating suggestions and assisting learners in reflecting their performance of the dramatic play in a comfortable learning environment. Classroom drama is more than just learning about drama; it is learning through drama. It is a multi-sensory way of study that requires students to use their mind, body, senses, and emotions in order to make meaningful connections to the actual world and increase their comprehension.
Students that are able to understand English can be seen on the terms of fluency and quality. Fluent means that you can express a language quickly and properly. Depend on Prendiville & Redondo as cited in Diniarty, Sutapa, & Bunau (2018) , There are two main types of classroom drama that have evolved: 'living through drama,' in which students experience events in real time, and 'episodic drama,' or drama based on strategy,' in which the teacher guides the class in
generating situations and events using specific techniques or strategies, and where the timeline is much more shattered. Drama differs from another forms of literature in that it is performed in front of the audience by actors who employ set, lighting, music, and costumes to tell a story.
Through implementing narrative drama, students are able to understand and articulate themselves in both spoken foreign language. Students are more interested in visual interactions. Drama is also a concrete measure to make the learning experience more involved, fun, communicative and descriptive. As Courtney (2017) stated that drama is a language learning exercises in which each student in the class takes on a unique role with specified goals and then interacts with other students in the class to establish alliances and achieve shared goals.
1.2 Research Question
Is there any significant difference of speaking performance between students who were taught by drama strategy and students who were taught by group presentation ?
1.3 Objective of the Research
Related on the research problem, the purpose of this study is to investigate the effectiveness of English drama as a means of improving students’ speaking skills.
1.4 Hypothesis
Thus, the researcher formulates the hypothesis as follows :
H1 : There is a significant difference between students who were taught using drama strategy than those who are not taught using drama strategy on the students’ speaking skill.
H0 : There is no significant difference between students who were taught using drama strategy than those who are not taught using drama strategy on students’ speaking skill.
1.5 Significance of the Study
Theoretically, the results would include different insights and knowledge of theoretical understanding related to the effect of using English drama on students’
speaking skill.
Practically, the use of English drama is to help students to enhance their ability in speaking.
1.6 Scope and Limitation of the Study
This research was conducted in NU PAKIS Senior High School, in which located in H. Mustofa Street No. 108, Tegal Pasangan, Pakis Kembar, Kec. Pakis, Kab. Malang, Discussion of this research focuses on the narrative text type of drama, especially the folk-tale drama.
There are some limitations of this study. First, this research is limited because the scoring rubric is only focuses on the assessment of speaking. Next, this
research only had four meetings that comprised two meetings for tests and two meetings for treatments which need more meetings. It is hard to conduct the research when there are some restrictions on activities in the classroom during the Covid-19 pandemic.
1.7 Definition of Key Terms
The researcher explains the definition of the key terms as follows : 1. Drama
A written work that tells a story through action and speech and is acted out. Drama strategy can improve students’ speaking skills. It will engage the students to be more active.
2. Speaking
Speaking is an interactive process of constructing meaning that involves producing and receiving and also processing information.. This research was focused on students in NU PAKIS Senior High School grade X. The speaking targets predicted that students’ can be able ot speak fluently and confidently through the used of drama strategy
3. Narrative Text
A narrative text is any type of writing that describes a series of events.
Nonfiction and fiction (novels, short tales, and poems) are both included (memoirs, biographies, news stories). Both approaches use imaginative language that evokes emotion, typically through the use of imagery,
analogies, and symbols, to tell stories. This research focused on one type of narrative text, that is Folk-tale drama.
28 CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the researcher provides the conclusions and suggestions of the study.
5.1 Conclusion
The purpose of this study was to investigate the efficacy of employing English drama on students' speaking skills at NU PAKIS Senior High School tenth grade students. The researcher obtained data from the mean post-test score on students' speaking ability in both the experimental and control groups. The mean post-test score in the experimental group was found to be 69.07 and 61.67 in the control group, indicating that students who were taught using English drama performed better in speaking than students who were taught using group
presentation.
Based on the findings of the study, it is possible to infer that English drama is a very effective way to improve students' speaking skills since it allows them to work together productively. As a result, each student becomes an active participant in the learning process. English drama also brings the classroom setting to life by making the students feel entertained.
29
5.2 Suggestions
Based on the findings, the researcher provides suggestions for teaching and learning English through the use of English drama. The suggestions are as follows:
5.2.1 For English Teacher
The teacher should try to integrate English drama into the speaking lesson because it has been proved by the researcher that using drama strategy can improve students’ speaking ability. It is also entartains them in learning English.
However, in order for the students to be able to follow the lesson, the teacher should provide more interesting stories in the form of a drama script.
The teacher should pay extra attention to students who have difficulty communicating, such as providing feedback after they speak and also give them some motivations.
5.2.2 For Future Researchers
There are several suggestions for future researcher. First, because the treatment only conducted once so the result of the study is weak. In that case, to get the optimal effect, the future researcher is suggested to conduct the treatment more then once to get the students’ speaking scores. Next, it will be better if future researcher can motivate the students’ who are introvert or not interested to participate in the drama activity. Last, based on the result, the scores obtained are
30
only from the students' speaking assessment, so future researchers are suggested to assess the components of the drama shown by the students.
REFERENCE
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.
