FADIYAH, Fathin Nur (2026) Exploring Students Perceptions of the Roles of English Drama Performance in Speaking Proficiency. Skripsi thesis, Universitas Jenderal Soedirman.

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Abstract

This study explored students’ perceptions of the roles of English drama performance in supporting speaking proficiency among English Language Education students at Jenderal Soedirman University. Speaking proficiency is often considered one of the most challenging skills for EFL learners due to factors such as limited vocabulary, pronunciation difficulties, low confidence, and speaking anxiety. To address these challenges, English drama performance has been implemented as a learning technique, particularly in the English Literature Appreciation and Literature Teaching courses. This research employed a qualitative narrative inquiry design. Data were collected through a preliminary questionnaire distributed to 52 students, followed by in-depth interviews with three purposively selected participants representing positive, neutral, and negative perceptions. Preliminary findings indicated that 46 out of 52 students (88.5%) reported low confidence, and 47 students (90.4%) reported low motivation in speaking English. However, 47 students (90.4%) agreed that drama performance supported their speaking proficiency. Interview results revealed improvements in fluency, pronunciation awareness, vocabulary use, and confidence, despite challenges such as performance anxiety and script memorization. The interview data were analyzed using thematic analysis based on Braun and Clarke’s six-phase framework. The findings indicate that English drama performance supports students’ speaking proficiency by enhancing fluency, pronunciation awareness, vocabulary use, and speaking confidence. Drama activities also promote authentic language use, repeated oral practice, and reduced speaking anxiety through role enactment. However, challenges were identified, including script memorization, performance anxiety, and the need to balance linguistic accuracy with acting demands. Despite these challenges, students generally perceived drama performance as a meaningful and engaging learning experience that contributes to both linguistic and affective development. In conclusion, English drama performance plays a positive role in supporting speaking proficiency by providing experiential learning opportunities and a supportive environment for oral communication. The study suggests that integrating drama-based activities into English language instruction can enhance students’ communicative competence and confidence.

Item Type:	Thesis (Skripsi)
Nomor Inventaris:	J26016
Uncontrolled Keywords:	english drama performance, english language education, narrative inquiry, speaking proficiency, students’ perceptions.
Subjects:	D > D279 Drama P > P648 Public speaking
Divisions:	Fakultas Ilmu Budaya > S1 Pendidikan Bahasa Inggris
Depositing User:	Mrs. Fathin Nur Fadiyah
Date Deposited:	26 Feb 2026 02:34
Last Modified:	26 Feb 2026 02:34
URI:	http://repository.unsoed.ac.id:443/id/eprint/40155

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