THE USE OF INTERACTIVE DRAMA AS A TEACHING STRATEGY

IN SPEAKING SKILL FOR THE ELEVENTH GRADERS OF MA

MU’ALLIMAT NW PANCOR IN THE SCHOOL YEAR 2018-2019

ARTICLE

BAIQ HUSNUL AINI

NPM. 15460001

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF LANGUAGE, ART, AND HUMANITIES
HAMZANWADI UNIVERSITY
2019
THE USE OF INTERACTIVE DRAMA AS A TEACHING STRATEGY
IN SPEAKING SKILL FOR THE ELEVENTH GRADERS OF MA
MU’ALLIMAT NW PANCOR IN THE SCHOOL YEAR 2018-2019

BAIQ HUSNUL AINI

NPM. 15460001

An Article

Submitted to Hamzanwadi University in the partial fulfillment

of the requirements for the degree of sarjana pendidikan
in English Language Education

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF LANGUAGE, ART, AND HUMANITIES
HAMZANWADI UNIVERSITY
2019
 The Use Of Interactive Drama In Teaching Sepaking For The Eleventh Graders
Of Ma Mu’allimat Nw Pancor In The School Year 2018-2019

Baiq Husnul Aini

Study Program of Language Education Program

Abstract

This study aims at examining the effectiveness of interactive drama in teaching speaking
for the eleventh graders of MA Mu’allimat NW Pancor in the school year 2018-2019.
Designed as a pre-experimental research by using one group pre-test and one group post-
test, it examined a sample of the eleventh graders of MA Mu’allimat NW Pancor which
consisted of 26 students. The data were analyzed through descriptive statistics and paired
sample t-test to test the hypothesis by using SPSS 22 for windows. Based on the result of
the analysis the mean score of pre-test was 46.46 while in post-test was 73.69 it is mean
that the mean score of post-test was higher than pre-test. Meanwhile in hypothesis testing
by using paired-sample t-test, the present researcher found that there was a significant
difference in the mean scores between the pre-test and post-test, t(df=|25= -14.076 at
p=0.000; meaning that Interactive Drama was significantly effective in teaching speaking.
Considering the process and the results of this research, the present researcher suggested
that the English teacher use Interactive Drama in teaching speaking.

Keywords: Interactive Drama, teaching Speaking

1. Introduction

English is an international language that used in many country. English is a tool to

make interaction with the other people in various country with different language. In this
era English is very important to learn, because English is connector for interact with the
other people in different language. With mastering English will be bridge for someone to
enter into the global era. In indonesia English as foreign language, because not every
people or institution use english to communicate.
In educational system in Indonesia, English is included in curriculum for
elementary school, junior high school, senior high school level, vocational school or
university. Based competence curriculum, the teaching learning of English has the
purpose to develop four language skills: listening, speaking, reading, and writing.
 In this section, the present researcher focuses on speaking skill. Speaking skill is
one of the most important skill that has to be learned by foreign language besides
listening, writing, and reading. According to Dakowska (2005) speaking is now the
most emphasized skill in the field of foreign language teaching, but unfortunately, it is
also recognized as the most difficult one to develop in classroom conditions.
According to the recent curriculum, Curriculum 2013, students are expected to be
able to express either transactional or interpersonal communication in a daily life
context, for example expressing and responding to sympathy. It is mean that the
government expect if the students can use the language in appropriate situation, for
example in expressing and responding symphaty.

Based on the pre-observation that conducted in MA Mu’allimat NW Pancor the

present researcher found the problem that the students face in speaking skill is students
afraid to make mistake especially in produce word by word, don not know what should
they talk about, cannot connect word to word, because the strategy is not suitable in
teaching speaking.
Helping the students’ solve those problems, it is needed another strategy which is
more interesting in teaching speaking. The present researcher would like to purpose a
strategy which is called interactive drama.
Interactive Drama is one of strategy in teaching speaking. By applying Interactive
Drama, the students can learn express themselves both through language spoken and
language expression. The students are more active in verbal communication. Drama are
also as a specific action to make the learning process more active, enjoyable,
communicative, and contextual.
According to Cheng (2007) Interactive Dramas are a language learning activity in
which each students in the class take a distinct role with specipic goals and then
interacts with other students in the class. So that is way the present researcher purpose
Interactive Drama as strategy in teaching speaking because there is similarities, that is
interaction. Based on the problems identified, the present researcher intrested to know
the effectiveness of interactive drama stratetgy in teaching speaking for the eleventh
graders of Ma Mu’allimat NW Pancor in the school year 2018-2019.

2. Method (Interactive Drama)

The present researcher investigated the effectiveness of interactive drama in

teaching speaking for the eleventh graders of MA Mu;allimat NW Pancor in the school
year 2018-2019. And the present researcher used pre-experimental design by using one
group pre-test and post-test design.
2.1 participants
2.1.1 population
The population of this study was all the eleventh graders of MA Mu’allimat NW
Pancor in the school year 2018-2019, which consisted of 26 students.
2.1.2 sample
The sample was the eleventh graders of MA Mu’allimat NW Pancor in the school year
2018-2019. In taking the number of sample, the present researcher took the sample by
sampling proposed. Because the students are less than hundred, it is better for the students
to use all of the students.

2.2 data Collection

2.2.1 Instrument of Collecting Data
Instrument is the tools which is use for collecting the data. The instrument that used
by present researcher in this research is oral test with recording. The test was given to
sample and the result was collected as the data of this research. The test was oral test; the
test was in the form of making conversation in English. The present researcher asked the
students to make conversation with their partner. In this research, the present researcher
gave the same test for pre-test and post-test. The students paid the attention on the criteria
of speaking; intelligibility, grammar, vocabulary, fluency and pronunciation. Therefore, the
present researcher measured the students based on the aspects of the assessments in the
sheet as in Table 01.

Table 01
Scoring rubric

No Component Criteria of abilty description

Level
Intelligibility Intelligibility refers to the
property of a speaker which can
be understood with litle or no
conscious effort on the part of
listener.
1 Not intelligible at all; great
listener effort is required
2 Littlee intelligible; many
listener effort is required
3 Reasonable intelligible; some
listener effort is required
4 Largely intelligible; little
 listener effort is required
5 Fully intelligible; no listener
effort is required
Fluency Fluency refers to the property of
a person that delivers
information smoothly and
effortlessly
1 A great number of pauses and
corrections accur.
2 Many pauses and corrections
accur.
3 Some pauses and corrections
accur.
4 Few pauses and corrections
accur.
5 Almost no pauses and
corrections accur.
Vocabulary Lexical accuracy refers to the
ability to use vocabulary
properly
1 A great number of lexical
erorrs are present
2 Many lexical erorrs are present
3 Some lexical erorrs are present
4 Few lexical erorrs are present
5 Almost no lexical erorrs are
present
Grammatical Grammtical accuracy refers to the
accuracy ability to use grammatical
structures properly.
1 A great number of gramatical
errors are present.
2 Many gramatical errors are
present.
3 Some gramatical errors are
present.
4 Few gramatical errors are
present.
5 Almost no gramatical errors are
present.
Sound accuracy refers to the
Pronunciatio ability to produce individual
n accuracy sounds (consonant and vowels)
 properly.
1 A great number of
mispronunciations are present.
2 Many mispronunciations are
present.
3 Some mispronunciations are
present.
4 Few mispronunciations are
present.
5 Almost no mispronunciations
are present.
Moedjito (2016, p.16)

2.2.2 Techniques for Collecting Data

a. Pre- Test
The Pre-test applied before the present researcher teach using
Interactive Drama in teaching speaking skill.
b. Treatment
The treatment conducted after conducting pre-test. The present
researcher treat the students by applying Interactive Drama. The treatment
finished in five meetings.
c. Post- Test
Post-test was given by the present researcher after applying treatments.
It aims at knowing the students’ achievement on speaking after conducting
the treatment.

2.3 Data Analysis

The technique of analyzing the data in this research was descriptive statistics.
This is to find out Mean Score and Standard Deviation of students’ speaking test
achievement. The present researcher calculated the Mean Score and Standard
Deviation by using SPSS 22. In addition, the present researcher will use the percentage
of Students’ Error.

Normality testing is used to know whether the data of research has normal
distribution or not. To find out the normal distribution, the present researcher used
Shapiro-Wilk for dataset small than 2000 elements, we use Shapiro-Wilk test. And in
this research the elements is 26 elements.
 Homogeneity test aims at determining whether the variance of the data to be
analyzed statistically homogeneous or not. The formula will be used in this research
was One-Way ANOVA Moedjito (2016, p.118).
To know the effectiveness of using Interactive Drama as teaching strategy in
teaching speaking, the present researcher calculated the data by paired-samples T-Test
of SPSS 22. We should use paired-sample T-Test only when we have measurements
for the same variable on two different occasion for the same subject. The output of
SPSS 22 show how the result of the procedure that indicate the null hypothesis is
accepted or rejected.

3. Results
In this section, the present researcher found the description about the teaching
speaking on the eleventh graders of MA Mu’allimat NW Pancor, the present reseacher
conducted pre-test, treatment, and post-test from 26 students, Interactive Drama as the
technique in teaching speaking. In collecting the data the present researcher used oral
test as the instrument. Before being taught by using Interactive Drama, the present
reasearcher gave the pre-test. After conducting pre-test, the tretment was conducting
during in four meetings. At the end of the research, the present researher gave post-test
to know the achievment of students, after the treatment was given. To find out mean and
the standard deviation of each pre-test and post-test, the results of pre-test and post-test
were computed using SPSS Statistics 22 for windows.
Based on the result of the calculation, the present reseacher found that there was
difference of students’teaching speaking before and after conducting treatment by using
Interactive Drama. Based on the data , the highest score on pre-test was 68 and the
lowest score was 36 with the mean score was 46.46 and standard deviation was 8.76
While, on post-test, the highest score was 92 and the lowest score was 44 with the mean
score was 73.69 and standard deviation was 12.351.
The calculation of normality testing was used to check whether the distribution of
the data was normal or not. If the value of the significant level of the investigated
variable is higher than .05, so the distribution of the data was normal. Based on the
output of normal distribution test by using Shapiro-wilk test as shown in Appendix 11,
the normality testing in pre-test was .915 at p=.035 while in post-test was .945 at p=
.172. the value of significant level was higher than .05. it implied that the data was
normally distributed.
After knowing the data was normal, the next was counting the homogeneity test.
The test was conducted whether the data was homogeneous or not. The data was
homogeneous if the value of the significant level was greater than p-.05. based on the
calculation of One-Way ANOVA, the value of significant pre-test was .80 and post test
was .83. it is was higher than .05. it is mean that the data was homogenous.
Hypotesis testing was conducted to know whether null hypotesis was accepted or
rejected. To analyze whether there was significant difference in the mean score between
the pre-test and post-test, the present researcher used Shapiro-Wilk test to get answer of
the hypotesis. The present researcher found that the Shapiro-Wilk test showed that
significe (2 tailed) value level of the analyzed data was .00, it is lower than .05, so it
means that the alternatif hypotesis of this study was accepted. Thus, the Interactive
Drama to teach students speaking skill for the eleventh graders of MA Mu’allimat NW
Pancor.

4. Discussion

The goal of this research was to find out the effectiveness of using Interactive
Drama in teaching students’ speaking skill for the eleventh graders of MA Mu’allimat
NW Pancor in the school year 2018-2019, and to know what extent is Interactive
Drama in teaching students speaking skill for the eleventh graders of MA Mu’allimat
NW Pancor in the school year 2018-2019.

In the first meeting the present researcher gift pre-test for the students, the present
researcher ask the students to make conversation about giving, asking, and responding
of suggestion, and from the result of pre-test the present researcher can conclude that if
the students ability in speaking still low. The students still confused to start the
conversation and do not understand about expression of suggestion. In the second
meeting the present researcher conducted the treatment or teaching learning process
using interactive drama technique as long fourth meeting.
In teaching learning process as long using interactive drama in teaching speaking
students show their spirit in learning speaking, students feel enjoy express themselves
in speaking with drama technique, making script with their friends and without they
realize it makes their vocabulary improve. And in the last meeting the present
researcher conducted the post-test which the present researcher ask the students to
make conversation about giving, asking and responding of suggestion to know the
students’ ability after conducted the treatment. And the result of post-test show that if
interactive drama was significantly effective in teaching speaking for the eleventh
graders of MA Mu’allimat NW Pancor.
To support the result, there are some research related to the use of Interactive
Drama as the way in teaching. There is from Joni Listanto, Hamzah A, and Arafah
Burhanuddin entitled “Interactive Drama as a teaching strategy to improve students’
competence in speaking” and from Michael Cheng (2008) entitled “student perceptions
 of interactive drama activities”. Showed results of Interactive Drama media was
recommended to apply in teaching speaking.

5. Conclusion
Based on results, the present researcher elaborates briefly some conclusions. Those
are interactive drama technique was significant effectively especially for the eleventh
graders of MA Mu’allimat NW Pancor in the school year 2018-2019. The value of post-
test was higher than the value of the pre-test. It is mean that the standard deviation and
mean score were significant. It was concluded that the results of the students’ ability after
treatment were better than before. And after processing the data, the present researcher
concluded that there was an effectiveness of interactive drama in teaching speaking for the
eleventh graders of MA Mu’allimat NW Pancor in the school year 2018-2019. It can be
seen from the result of paired-sample t-test where the sig. 2 tailed was lower than 0.05.

References

Cheng, M. (2008). Students perception of interactive drama activities. Journal of

Interactive Drama. Vol. 3.3, November, 2008. ISSN 1994-1250. Retrieved
12 april 2019

Isni, P. (2017). The effectiveness of free writing technique in teaching writing for the
tenth graders of SMA NW Wanasaba in the school year 2016-2017.
Unpublished undergraduate thesis, Hamzanwadi University, Nusa Tenggara
Barat, Indonesia.

Listanto, J., Machmoed, A.H., Arafah, B. Interactive Drama as a teaching strategy to

improve students’competence in speaking. From pasca.unhas.ac.id.

Moedjito. (2016). Basic Statistics for Research in Language Education. Surakarta: Yuma
Pustaka.

Suharsimi, Arikunto. (2002). Procedur penelitian suatu pendekatan praktik. Jakarta:

Renika cipta.