THE IMPLEMENTATION OF USING DRAMA-BASED ACTIVITIES TO FOSTER STUDENTS’ CONFIDENCE AND SPEAKING SKILLS IN ENGLISH LANGUAGE LEARNERS OF 11TH STUDENTS OF SMAN 5 JEMBER

Nur Rohmah, Fadillah Afifi (2025) THE IMPLEMENTATION OF USING DRAMA-BASED ACTIVITIES TO FOSTER STUDENTS’ CONFIDENCE AND SPEAKING SKILLS IN ENGLISH LANGUAGE LEARNERS OF 11TH STUDENTS OF SMAN 5 JEMBER. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

The background of this study is because many students feel less confident in speaking English in public. Therefore, an innovative and fun learning method is needed to encourage active student participation. One method that can be implemented is Drama-Based Activities, which is not only able to create a fun learning atmosphere, it also believed to be able to foster students' confidence and speaking skills.
The aim of this study is to explore in greater depth the implementation of the method and its effect on fostering students’ confidence and speaking skill. The research focus in this research are: 1) How was the implementation of Drama-Based Activities in English learning to foster confidence and speaking skills in grade 11th students at SMAN 5 Jember? 2) What challenges did the teacher face in implementing Drama-Based Activities as a method of learning to speak in English? 3) How did students' perceptions of the use of Drama-Based Activities to foster confidence and speaking skills?
The research method used was qualitative, with data collection through interviews and observations. This research was conducted at SMAN 5 Jember. The research participant consisted of 15 students of 11th grade and grade 11th English teacher. The location was chosen because researcher had easy access to conduct in-depth and sustainable research, so as to produce valid data. The researcher used the Miles and Huberman approach to analyze the data, which included data collection, data reduction, data display, and conclusion drawing. This study employed a source triangulation to ensure the validity of the data.
As a result, the implementation of Drama-Based Activities in English learning was conducted through several stages, namely forming groups, composing drama scripts, practicing with the group, performing in front of the class, and giving feedback to friends. Teacher face challenges in building active participation of all students to feel comfortable during the learning process. Of the 15 students interviewed, 9 students responded positively to the implementation of this method. However, 6 other students conveyed obstacles. The implementation of Drama-Based Activities improved students' confidence and speaking skills, although it still requires careful planning, adaptive approaches, and emotional support to maximize its benefits.

Keywords: Drama-Based Activities, Speaking Skills, Confidence

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