The Effect of Drama-Based Reading Instruction in Enhancing Reading Comprehension for Indonesian EFL Learners
Pengaruh Pembelajaran Membaca Berbasis Drama terhadap Pemahaman Membaca Pembelajar EFL Indonesia
DOI:
https://doi.org/10.21070/ups.12184Keywords:
Drama-Based Reading Instruction, Reading Comprehension, Narrative Texts, EFL Students, Wilcoxon Signed-Rank TestAbstract
This study investigated the improvement of ninth-grade students’ reading comprehension through Drama-Based Reading Instruction in learning fictional narrative texts at SMP Al Islam Krian, East Java, Indonesia. A quantitative pre-experimental design with a one-group pre-test and post-test was employed. The participants were 35 ninth-grade students of class IX K. Data were collected through reading comprehension tests consisting of multiple-choice and short-answer questions administered before and after the treatment. The treatment used The Rabbit and the Turtle through reading, character interpretation, sequencing events, role-play, and collaborative performance. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test because the data were not normally distributed. The mean score increased from 88.49 to 93.09. The Wilcoxon test showed Z = -2.590 and Sig. = .010, with an effect size of r = 0.438, indicating a medium effect. Thus, Drama-Based Reading Instruction significantly improved students’ reading comprehension of fictional narrative texts.
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