Improving The Eleventh Year Student's Participation And Achievement In Speaking Class By Using Drama Technique At SMAN 1 Kalisat In The 2008/2009 Academic Year

Abstract

This classroom action research was intended to improve the eleventh year students’ participation and achievement in speaking class by using drama technique at SMAN I Kalisat in the 2008/2009 Academic Year. It was started by conducting informal interview with the English teacher of the eleventh year students of SMAN I Kalisat. There were 5 classes at the school. Class XI IPS 1 was chosen purposively as the subject of this research because based on the result of preliminary study to the class XI IPS 1 of SMAN 1 Kalisat, the students experienced difficulties to speak English and the students’ achievement in speaking class was low. In fact, the teaching learning process was teacher-centered rather than student-centered. In this case the teacher did much talk and explanation. This happened because many students did not talk much in English when the teacher asked them to speak in the TL. Additionally, the students’ participation was passive during the teaching learning process, they have very low motivation to participate in the speaking class and this affected the students’ speaking achievement. Considering the above problems, drama technique was chosen as the technique in teaching speaking to improve the students’ participation and achievement in speaking class. Classroom Action Research with cycle model was applied in this study. The action research was carried out to improve the students’ participation and achievement in speaking class by using drama technique at the eleventh year students at SMAN 1 Kalisat in the 2008/ 2009 academic year. In the implementation, there was only one cycle which consists of three meetings. This classroom action research was done with a sequence of steps, namely the planning of the action, the implementation of the action, class observation and evaluation, and data analysis and reflection of the Actions. The classroom observation used an observation checklist to identify the students’ active participation, while the speaking test used scoring criteria to measure the students’ speaking achievement. The actions were successful if 75% of students participated actively in the speaking class and if 75% of the students have achieved the target score that was 70 or in good category and excellent