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All Journal ENGLISH JOURNAL J-REaLL English Journal
Mustafa, Diba Yuri
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE EFFECTIVENESS OF SCRIPTED AND IMPROVISED ROLE-PLAY IN DEVELOPING SPEAKING SKILLS: CLASSROOM ACTION RESEARCH Maya Marsevani; Mustafa, Diba Yuri; Nugraha, Hendra
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This study aimed to investigate how structured drama activities supported by iterative teaching and peer evaluation could enhance learners’ pronunciation, fluency, and confidence in speaking English. This Classroom Action Research (CAR) was conducted to enhance the English-speaking abilities of tenth-grade students at one school in Batam through drama-based instruction. The study involved 44 students from Grade 10, who were selected based on document analysis indicating poor performance in speaking-related tasks. A systematic approach was utilized, which included a pre-test, two cycles of implementation, and a post-test. The pre-test results revealed that 59% of students were at Level 1 and 27% at Level 2, indicating serious deficiencies in pronunciation, fluency, and self-confidence. After the intervention, 100% of the students (n = 44) advanced to Level 3, representing a complete elimination of Level 1 and Level 2 classifications and a 52-point increase in average speaking scores (from M = 38.7 to M = 90.6). This improvement was achieved through structured drama activities such as monologues, role-plays, and improvisational skits supported by warm-up exercises, peer evaluation, and iterative teaching modifications. The findings confirm that drama is not only an effective practice-based strategy but also a theoretically grounded pedagogy aligned with Vygotsky’s Sociocultural Theory and Krashen’s Affective Filter Hypothesis, as it creates low-anxiety, interactive learning environments that facilitate authentic communication. The study contributes to both theory and pedagogy by demonstrating how scripted and improvised role-play can systematically transform learners’ oral proficiency in EFL classrooms while offering a replicable framework for adaptive, reflective language teaching.
THE EFFECTIVENESS OF SCRIPTED AND IMPROVISED ROLE-PLAY IN DEVELOPING SPEAKING SKILLS: CLASSROOM ACTION RESEARCH Maya Marsevani; Mustafa, Diba Yuri; Nugraha, Hendra
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate how structured drama activities supported by iterative teaching and peer evaluation could enhance learners’ pronunciation, fluency, and confidence in speaking English. This Classroom Action Research (CAR) was conducted to enhance the English-speaking abilities of tenth-grade students at one school in Batam through drama-based instruction. The study involved 44 students from Grade 10, who were selected based on document analysis indicating poor performance in speaking-related tasks. A systematic approach was utilized, which included a pre-test, two cycles of implementation, and a post-test. The pre-test results revealed that 59% of students were at Level 1 and 27% at Level 2, indicating serious deficiencies in pronunciation, fluency, and self-confidence. After the intervention, 100% of the students (n = 44) advanced to Level 3, representing a complete elimination of Level 1 and Level 2 classifications and a 52-point increase in average speaking scores (from M = 38.7 to M = 90.6). This improvement was achieved through structured drama activities such as monologues, role-plays, and improvisational skits supported by warm-up exercises, peer evaluation, and iterative teaching modifications. The findings confirm that drama is not only an effective practice-based strategy but also a theoretically grounded pedagogy aligned with Vygotsky’s Sociocultural Theory and Krashen’s Affective Filter Hypothesis, as it creates low-anxiety, interactive learning environments that facilitate authentic communication. The study contributes to both theory and pedagogy by demonstrating how scripted and improvised role-play can systematically transform learners’ oral proficiency in EFL classrooms while offering a replicable framework for adaptive, reflective language teaching.
Prescribing English, producing silence: How English classes in the medical vocational school systemically undermine communicative competence Nugraha, Hendra; Mustafa, Diba Yuri; Zaki, Leil Badrah
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24706

Abstract

While English for medical purposes (EMP) is indispensable for the advancement of global healthcare, empirical investigations into its application within Indonesian medical vocational schools (MVS), which serve as a pivotal contributor to the national labor force, remain limited. In order to address this gap, the present study explores EMP within a strategically selected MVS in the Riau Islands through a mixed-methods research design. Data were collected through semi-structured interviews with both administrative personnel (n=2) and educators (n=3), in addition to a perception survey administered to students (n=111). The findings indicate a pronounced disjunction between policy and practice. Despite the institutional strategy emphasizing English as a tool for enhancing employability, operational deficiencies are evident, including an absence of proficiency-based student categorization and an excessive focus on passive, assessment-centered learning. The survey findings further substantiate this observation: while students indicate a degree of skill enhancement, the domain of speaking is perceived as the weakest, which corresponds with classroom observations that predominantly feature monologic presentations rather than interactive dialogues. The study concludes that without a pedagogical transition toward fostering active communication, the strategic objective of cultivating globally competent graduates is risked. Limitations of this research include its reliance on a single-institution sample. Practical implications suggest the necessity for curricular reform that emphasizes authentic, interactive tasks and the establishment of internal proficiency standards. Future research endeavors should investigate the longitudinal effects of such reforms across various MVS environments.
Co-Authors Marsevani, Maya Nugraha, Hendra Zaki, Leil Badrah