Drama-Based Pedagogy to Improving Students' Fluency: Classroom Action Research

Gede Raditya Stava Yudiarta; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti

doi:10.36663/joes.v5i1.970

Authors

Gede Raditya Stava Yudiarta Universitas Pendidikan Ganesha
Ni Komang Arie Suwastini Universitas Pendidikan Ganesha
Ni Wayan Surya Mahayanti Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.36663/joes.v5i1.970

Keywords:

Drama-Based Pedagogy, Fluency, Classroom Action Research, English Language Learning

Abstract

Using Drama-Based Pedagogy and CAR, this study aims to improve students' speaking fluency. The study was conducted at SMPN 5 Singaraja, with 35 students in grade IX. As a result of limited exposure to English communication and a lack of self-confidence, initial observations revealed that students struggled to speak fluently. To address this issue, the researcher employed a drama-based teaching approach that incorporates activities such as role-playing, expressive reading, and dramatization. This approach involves stages of engagement, activation, reflection, and application. The study was conducted in two cycles: planning, action, observation, and reflection. Pre-tests, post-tests, observations, and interviews were used to collect data. The results of the study indicate that students' speaking fluency continued to improve.

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