HELENA, Khairunnisa Saysa (2025) A Teacher’s Perception On The Implementation Of English Drama As A Project-Based Learning Product In English Classes (A Descriptive Study of Grade XII MIPA 1 and XII MIPA 3 Students at SMAN 1 Purwokerto in the Academic Year of 2023/2024). Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

Helena, Khairunnisa Saysa, 2025. “A Teacher’s Perception on the Implementation of English Drama as a Project-Based Learning Product in English Classes (A Descriptive Study of Grade XII MIPA 1 and XII MIPA 3 Students at SMAN 1 Purwokerto in the Academic Year of 2023/2024)” Thesis Supervisor 1: Dian Adiarti, S.Pd., M.Hum. Thesis Supervisor 2: Mustasyfa Thabib Kariadi, S.Pd., M.Pd. Chief External Examiner: Nisa Roiyasa, S.Pd., M.Ed., TESOL. External Examiner: Slamet Riyadi, S.S,. M.Pd. Ministry of Higher Education, Science, and Technology, Jenderal Soedirman University, Faculty of Humanities, Language Education Department, English Education Study Program, Purwokerto. The drama project as a Project Based Learning (PjBL) product shows the potential to improve students' language skills, creativity and teamwork. This research aims to find out how a teacher at SMAN 1 Purwokerto views and implements the drama project for grades XII MIPA 1 and XII MIPA 3 in the academic year of 2023/2024. Two research questions are addressed in the study: (1) What are the teacher’s perceptions regarding to the implementation of English drama as a project-based learning product in grade XII MIPA 1 and XII MIPA 3 at SMAN 1 Purwokerto in the academic year of 2023/2024? and (2) How does the English teacher implement English drama as a project-based learning product in grade XII MIPA 1 and XII MIPA 3 at SMAN 1 Purwokerto in the academic year of 2023/2024? A qualitative descriptive method was used in this study, data collection was collected using Likert scale questionnaire, semi-structured interview, and lesson plan. One of the English teachers from SMAN 1 Purwokerto was chosen as a sample because of their experience using the drama project in English teaching. The results show that the teacher believed that the drama project was a good way to help students develop their creativity, teamwork, and English language skills. However, problems such as students that had low motivation and language barriers also exist. To assess students' performance and development, the teacher used formative and summative assessments. The teacher also guided and motivated students by providing constructive feedback and guiding students in writing scripts. This study offers insight into how teachers view drama-based PjBL and provides suggestions for teachers to improve its implementation and for future researchers to investigate its effectiveness in other school settings. Keywords: Teacher’s Perception, Drama Project, Project-Based Learning

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