THE ROLE OF ENGLISH DRAMA PERFORMANCE IN ENHANCING SPEAKING SKILLS: STUDENTS’ INSIGHTS AND CHALLENGES

Abstract

This study aims to explore students’ insights into the use of English drama performance in enhancing their speaking skills, as well as to identify the challenges they face during the learning process. A qualitative approach with a descriptive case study design was employed, involving 15 students from the English Education Study Program at a university in Bogor, Indonesia, who had participated in English drama activities. Data were gathered through close-ended questionnaires and semi-structured interviews, then analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that English drama performance contributed positively to five core aspects of speaking: pronunciation, fluency, vocabulary, grammar, and comprehension. However, challenges such as performance anxiety, limited vocabulary, and pronunciation difficulties were also identified. The study concludes that drama can be an effective language learning strategy when supported by proper pedagogical planning, structured practice, and emotional reinforcement. The implications suggest that educators should provide adequate guidance to ensure the meaningful integration of drama into English language instruction.