ENHANCING JUNIOR HIGH SCHOOL STUDENTS' SPEAKING COMPETENCE THROUGH A DRAMA PROJECT

Eka Priyatna, - (2025) ENHANCING JUNIOR HIGH SCHOOL STUDENTS' SPEAKING COMPETENCE THROUGH A DRAMA PROJECT. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

The research was motivated by the observed challenges faced by junior high school students in achieving proficient speaking skills in English, including issues of low confidence to speak English, limited fluency, and pronunciation difficulties. This study explores the use of Project-Based Learning through a drama project to enhance junior high school students’ English-speaking competence, particularly in pronunciation and fluency aspects. Employing a qualitative case study design, the research involved students from a junior high school participating in a drama project over several weeks. Data were collected through classroom observations, interviews, and student performance assessments. This study results showed that students with lower pre-test scores demonstrated the most significant progress, who achieved a 50% enhancement. In contrast, students with higher initial scores, showed minimal progress, with increases of 0% to 6.25%. This indicates that students starting with lower proficiency levels had greater room for enhancement. The analysis of pronunciation and fluency based on student performance reveals high achievers (Post-Test Score: 85-90) demonstrated better pronunciation and fluency compared to their peers. These students displayed consistent intonation and made minimal errors, such as minor mistakes in final consonant sounds. The moderate achievers (Post-Test Score: 75-80) exhibited good fluency but faced challenges with specific pronunciation aspects, particularly long and short vowels. Meanwhile, low achievers (Post-Test Score: Below 70) struggled significantly with both pronunciation and fluency. These students frequently made errors in pronouncing vowel-consonant combinations and experienced long pauses while speaking, suggesting a lack of confidence and familiarity with the language. The findings reveal that the drama project would enhance students’ pronunciation and fluency in English while fostering greater confidence in public speaking. The collaborative and creative nature of PBL motivated students to engage actively in the learning process, aligning with previous studies highlighting the benefits of drama in enhancing language skills and reducing learner anxiety. It also emphasizes the value of fostering student autonomy, collaboration, and creativity within the classroom.

Keywords: drama project, English learning, junior high school students, fluency, Project-Based Learning, pronunciation, speaking competence.

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Item Type:	Thesis (S2)
Uncontrolled Keywords:	drama project, English learning, junior high school students, fluency, Project-Based Learning, pronunciation, speaking competence.
Subjects:	P Language and Literature > P Philology. Linguistics P Language and Literature > PE English
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Pendidikan Bahasa Inggris - S2
Depositing User:	Eka Priyatna
Date Deposited:	18 Feb 2025 06:09
Last Modified:	18 Feb 2025 06:09
URI:	http://repository.upi.edu/id/eprint/130920

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