Effectiveness of Using Process Drama for Improving English Speaking Skill and Self-concept for Seventh Grade Students

Abstract

The study aimed to identify the effectiveness of using process drama in improving English speaking skill and self-concept among seventh grade students. The researcher used arithmetic averages, standard deviations, t-test results and multiple variance analysis results (ANCOVA). The study sample consisted of (62) students evenly distributed over two sections, one for the experimental group and the other for the control group. To achieve the objectives of the study, the researcher prepared lessons to employ the process drama in classroom situations, and then constructed a test to measure the effect of process drama on English speaking skill. A self-concept questionnaire was also built and distributed among the students to validate their responses of self-concept toward process drama.

The results showed that there were statistically significant differences at the level of significance (α = 0.05) in the averages of the answers of the students on both the test and the questionnaire. The significance was in favor of the experimental group over that of the control group. The differences in the students' scores and responses could be attributed to the effect of using process drama in teaching.