Exploring Secondary School Students’ Vocabulary Learning Experience In Drama Based Activities In Speaking Classroom

Nisa', Arini Habibatun (2022) Exploring Secondary School Students’ Vocabulary Learning Experience In Drama Based Activities In Speaking Classroom. Undergraduate thesis, UIN KH . Achmad Siddiq Jember.

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Abstract

Arini Habibatun Nisa’, 2022: Exploring Secondary School Students’ Vocabulary Learning Experience in Drama Based Activities in Speaking Classroom
Keywords: Students’ experience, Drama Strategy, Speaking Classroom.
Learning vocabulary in an EFL context can become a basic part of language learners’ studies of English. Although studies about vocabulary learning are abundant, there are a few studies focusing on how students can learn vocabulary through drama, particularly in speaking classroom. Drama also become one of of method that can explore studets’ vocabulary in speaking class and explore their experience when learning vocabulary through drama. To fill the void, this research focuse on how do the students’ feeling during the speaking by using drama.
This case study reports on the use of drama projects to teach vocabulary learning for EFL students in the senior high school. This study also aims to describe students’ vocabulary learning experience through drama strategy. The
researcher employed case study as a research design. This research project was conducted in the one of Islamic senior high schools located in Jember. The participants were recruited from students at the 10th grades and their age range between 15 and 16 years old. The data were gathered from three stages including classroom observation of the students’ learning activity, document analysis of students’ learning artifact such as reflection in the post activities, and semi- structured interview. For data analysis, the researcher used transcription and thematic analysis.
There are three major findings of this study. It was found out that students experience when drama mediated vocabulary learning: 1) Students’ feeling when playing drama to develop vocabulary; 2) Students motivation in learning vocabulay and 3) Fun learning students experience in speaking classroom.
Drawing on the findings of the study, it can be concluded that how do the students feel when learning vocabulary through drama and also benefits both students and teachers. Theoretical implication addressed in this study confirms that drama- mediated vocabulary learning helps students to making their meaning skill, feeling fun when their learning vocabulary, and develop their speaking abilities. As a result, this study suggests that students who want to learn their vocabulary acquisition can use drama as a learning approach.

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