Drama in Fostering Students’ Speaking Skills: A Systematic Review on Benefits and Problems

Astiandani, Fitri Rahmawati; Mustofa, Ali

doi:10.25077/vj.10.1.18-22.2021

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…Drama is a special action to increase enjoyment of the activity and communication in the learning process (Alshraideh & Alahmdi, 2020). As Astiandani and Mustofa (2021) argue, students will be inspired to practice speaking and develop their imaginations through the use of drama, which will also help them have fun in class. In drama, individuals with diverse learning styles have the opportunity to come together and interact, balancing each other's strengths and weaknesses in language acquisition, and then the students get the opportunity to speak.…”

Section: Introductionmentioning

confidence: 99%

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

Mugiraneza,

Habintwali,

Kanyambo

et al. 2024

AJERNET

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The incorporation of drama in teaching English-speaking skills plays a crucial role in promoting students’ speaking skills. Despite drama being among genres of literature that may improve and sharpen the higher level of students ‘speaking skills, in Kigali City secondary schools, poor speaking skills are due to the low level of students and it is difficult to pronounce some words, which is mostly influenced by the excessive use of their mother tongue. The objective of this research was to identify the role of drama in teaching English-speaking skills in selected secondary schools in Kigali City. This research was qualitatively designed to achieve the general objective "tto find out the extent and role of using drama in teaching English language to promote students’ speaking skills in selected secondary schools in Kigali City." The social-cultural theory of using drama to teach the English language guided this investigation. It used a descriptive research design with a random sample of 100 students and 4 teachers in selected schools in Kigali City from a target population of 1004. Data were collected using questionnaires and interviews to gather primary data. The results of the study revealed that the application of drama features and drama activities in the classroom in teaching English language had positively promoted students’ speaking skills in Kigali City secondary schools, especially in the control group (language combinations). In addition, the results of the study confirmed that students developed a positive attitude when drama was used in classes and could improve their speaking skills. Moreover, the limited use or lack of drama in the non-control group (non-language combinations) led to an unsatisfactory level of English-speaking skills. Therefore, using drama in four selected secondary schools in Kigali City improved students’ speaking skills to the extent of fluency, pronunciation, and accuracy. The research recommends that teachers should be aware of the importance of using drama to increase their learners’ motivation in speaking skills and initiate clubs of speaking competitions through drama.

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Section: Introductionmentioning

confidence: 99%

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

Mugiraneza,

Habintwali,

Kanyambo

et al. 2024

AJERNET

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“…The fact that students are interested in the subject, have something novel to say about it, and have appropriate language skills contributes to their willingness to talk. (Astiandani & Mustofa, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Acting Play Script Technique in Enhancing Speaking Skill for the Students of Senior High School

Dewi,

Yappi

2023

IJEAL

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This research discusses the effect of the acting play script technique in enhancing the speaking skills of students in senior high school. The research used an experimental design called a quasi-experiment and the scoring used a T-test. There were two types of groups involved in this study to compare the results of the speaking skills after the Acting Play Script. One class as the control group only got the pre-test and post-test while the other class as the experiment group got the pre-test, and post-test as well, and an additional treatment called the Acting Play Script technique where the students did a speaking activity using a script made by themselves. In the control group, the speaking pre-test result showed that the mean of students in a number of 29,55 while the experimental group in a number of 30,07. After the researcher did the treatment of the Acting Play Script in the experimental group, the mean of the speaking post-test in the experimental group went up in a number of 45,5 while the mean in the control group was in a number of 40,5. Based on the result, it was concluded that the acting play script technique has an effect in enhancing student speaking skills reinforced by the rise of the students speaking test mean value in the experimental group.

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“…Their language learning output is limited to doing textbook activities and understanding grammar. Students had difficulties expressing ideas and opinions in real-life communication (Astiandani and Mustofa, 2021).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions on the Use of Radio Drama to Develop Speaking Skills

Saidalvi¹,

Sa’adan²,

Taib³

et al. 2022

IJARPED

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Speaking confidently with correct oral communication skills in a target language is not an easy task for any second language learners. One of the ways to develop speaking skills is through radio drama activity. The present study examined students' perceptions of radio drama to develop speaking skills. Besides, the differences between male and female students were also explored. The participants of the study were fifty-five diploma engineering students taking the Integrated Language Skills course. In order to collect the necessary data, a set of questionnaires with two open-ended questions were distributed to the participants through Google Form link to the class WhatsApp groups. Descriptive statistics were conducted to measure the quantitative data and content analysis was used to analyse the qualitative data. The results show that students have positive perceptions regarding the implementation of radio drama activity to develop speaking skills. The students perceived radio drama as fun and effective, improved pronunciation, constructed better sentences, learned new vocabulary, gained confidence, and experienced speaking English with peers. Besides, both genders perceived radio drama developed creativity in speaking skills with female students having a stronger view than their male counterparts. It is suggested teachers consider utilizing radio drama activities in English language lessons.

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Drama in Fostering Students’ Speaking Skills: A Systematic Review on Benefits and Problems

Cited by 6 publications

References 5 publications

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

The Effect of the Acting Play Script Technique in Enhancing Speaking Skill for the Students of Senior High School

Students’ Perceptions on the Use of Radio Drama to Develop Speaking Skills

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