Daud Jiwandono, 2003512075 (2015) THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT TO IMPROVE CLASSROOM INTERACTIONS AND STUDENTS’ WRITING SKILL The Case at Undergraduate Level of Sultan Agung Islamic University. Masters thesis, Universitas Negeri Semarang.

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Abstract

This study aimed at improving students’ interaction and their writing skill by implementing mini drama script project. There were three research questions investigated in this study: (1) How was mini drama script project implemented in the classroom?, (2) How was the mini drama script project improve the classroom interaction?, (3) How was the improvement of the students’ writing skill in L2? The design of this study was action research employing convergent parallel mixed method in gathering and analyzing the data. The qualitative data in this study were collected through analytical observation sheets, open-ended questionnaires, and audio and video transcriptions while the quantitative data were collected through students’ mini drama script, and students’ interaction checklists. The analysis of qualitative data was using four steps in analyzing talk and the quantitative data were analyzed using analytical scoring rubrics and classified into level of writing achievements and the data were also examined using T-test analysis in SPSS program. There were three cycles in this study conducted in a single EFL classroom consisting of 20 undergraduate students majoring in Islamic study. Based on the findings, there are three points concluded. First, in implementing mini drama script project, the teacher had to choose familiar topic for the students and encourage them in using L2 during the project. Second, the implementation of mini drama script project allowed various types of interaction including teacher speaking to the whole class, teacher speaking to a group of members, student speaking to teacher, and student speaking to student. Moreover, the classroom interaction was improved across cycles since they worked collaboratively in making the script. Third, based on their writing score and T-test analysis, the students also improved their writing skill across cycles. In conclusion, based on the findings, this study achieved its goal in improving classroom interaction and their writing skill in EFL class.

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