Exploring Junior High School Student’s Experiences in Learning English Conversation through Drama, English Camp, and Tourism
Keywords:
English Conversation Program, innovative learning, speaking skill, student’s experienceAbstract
Drama, English Camp, and Tourism are considered effective strategies for improving students' conversational skills in secondary schools. However, studies exploring the integration of these three approaches are still limited. Addressing this gap, the present study aims to explore students’ experiences in an innovative English learning program, specifically through Drama (English Performance), English Camp, and Edutrip (Tourism), and to identify the benefits and challenges encountered in improving their speaking skills. The study is driven by students’ low interest and lack of self-confidence in speaking English in conventional classroom settings, highlighting the need for innovative and engaging learning environments. This research employed a qualitative method with a case study design. Data were collected through interviews and documentation involving six students from a global class at one Muhammadiyah junior high school in Surakarta who participated in the English Conversation Program. Data were analyzed using the Miles and Huberman model, including data reduction, display, and conclusion drawing. The findings show that the English Conversation Program offered enjoyable and contextual learning experiences, improving students’ confidence, fluency, pronunciation, and spontaneous speaking ability. The main challenges faced included pronunciation difficulties, anxiety, and limited vocabulary, which were addressed through self-practice, peer collaboration, and vocabulary preparation. This study highlights the importance of experiential learning in enhancing students’ English speaking skills.
Downloads
References
Abdullah, S., Altun, M., & Hama, F. M. (2022). The Effect of Language Learning Anxiety on English Oral Performance. International Journal of Social Sciences & Educational Studies, 9(3), 337–347. https://doi.org/10.23918/ijsses.v9i3p337
Alvandi, M., Faruji, L. F., & Salehi, M. (2025). Relationship among EFL Learners’ Self-Regulated Learning Strategy Use, Speaking Anxiety and Speaking Strategy Use. International Journal of Instruction, 18(1), 379–396. https://doi.org/10.29333/iji.2025.18121a
Andi Sutanto, Hasbi Sjamsir, & Susilo. (2022). The Effect of Communicative Language Teaching (CLT) Method on Speaking Ability and Speaking Anxiety. Borneo Educational Journal (Borju), 4(2), 101–110. https://doi.org/10.24903/bej.v4i2.1061
Anggrisia, N. F., & Robah, A. (2023). Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university. Englisia: Journal of Language, Education, and Humanities, 11(1), 55–74. https://doi.org/10.22373/ej.v11i1.19156
At Thahira, C. S., Fitriani, S. S., & Fitrisia, D. (2023). Students’ Perception towards English Camp in Kampung Inggris Pare on Improving Their Speaking Skill. English Education Journal, 14(3), 639–657. https://doi.org/10.24815/eej.v14i3.32588
Bonsignori, V., & Cappelli, G. (2022). Developing strategies for conceptual accessibility through multimodal literacy in the English for tourism classroom. Multimodal Communication, 11(1), 31–47. https://doi.org/10.1515/mc-2020-0026
Budiman, J. N. C., & Ganap, N. N. (2024). Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning. Journal of English Language Teaching, Literature and Culture, 3(1), 12–29. https://doi.org/10.53682/jeltec.v3i1.8719
Çetinkaya, Ş. E., & Kayaoğlu, M. N. (2024). Responses to an EIL-oriented General English Course : Views of Internal and External Stakeholders. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 9(2), 136–160. https://doi.org/10.35974/acuity.v9i2.3075
Chen, W., Liu, D., & Lin, C. (2023). Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement. Frontiers in Psychology, 14(January), 1–12. https://doi.org/10.3389/fpsyg.2023.1078141
Climacus, J., Karjono, S., Sintyasakti, N. S., & Gemilang, A. V. (2024). STUDENTS ’ PERCEPTION ON PROJECT-BASED LEARNING IN TEACHING SPEAKING AT VOCATIONAL HIGH SCHOOL. JELLT (Journal of English Language and Language Teaching), 8(2), 29–38. https://doi.org/https://doi.org/10.36597/jellt.v8i2.18592
Dahal, N., Neupane, B. P., Pant, B. P., Dhakal, R. K., Giri, D. R., Ghimire, P. R., & Bhandari, L. P. (2024). Participant selection procedures in qualitative research: experiences and some points for consideration. Frontiers in Research Metrics and Analytics, 9. https://doi.org/10.3389/frma.2024.1512747
Daud, A., & Astuti, P. (2023). Beyond the Mainstream: English Camp’s Strategies for Enhancing English Proficiency of High School Students in Indonesia. European Journal of English Language Studies, volume-3-2(volume-3-issue-1-june-2023), 1–11. https://doi.org/10.12973/ejels.3.1.1
Dawadi, S. (2020). Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
Dimastoro, N., & Bharati, D. A. L. (2022). The Effectiveness of Role-Play and Task-Based-Strategy to Teach Speaking to Students with Different Learning Styles. English Education Journal, 12(2), 192–204. https://doi.org/10.15294/eej.v12i2.53314
EF. (2023). EF English Proficiency Index 2023 - Indonesia. 79, 2.
Fauzi, I., & Asi, N. (2023). Examining Speaking Anxiety of Indonesian Learners of English: A Case of University Students. English Language Teaching and Applied Linguistics, 7(2), 263–275. http://dx.doi.org/10.21093/ijeltal.v7i2.1338
Gustian, D. (2024). Analisis Kualitatif terhadap Motivasi Belajar Bahasa Inggris Siswa di Alue Pineung Timue Kota Langsa ( Qualitative Analysis of Students ’ English Learning Motivation in Alue Pineung Timue , Langsa City ). Jurnal Studi Multidisiplin Ilmu, 2(1), 1–9. https://doi.org/https://doi.org/10.35912/jasmi.v2i1.3481
Hadizadeh, A. (2024). ChatGPT, the End of L2 Academic Writing or a Blessing in Disguise? Acuity: Journal of English Language Pedagogy, Literature and Culture, 9(2), 183–201. https://doi.org/10.35974/acuity.v9i2.3128
Katemba, C. V. (2024). Unraveling the Obstacles to English Learning Among EFL Junior High School Students in the Parongpong Region. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 9(2), 2024. https://doi.org/10.35974/acuity.v9i2.3358
Kexin, D., & Buang, N. A. (2024). Integrating Innovative Teaching Strategies: Assessing the Effectiveness of Flipped Classrooms, Blended Learning, and Task-Oriented Methods in Enhancing Academic Performance in Vocational IT Education. Journal of Digitainability, Realism & Mastery (DREAM), 3(05), 94–108. https://doi.org/10.56982/dream.v3i05.241
Komul, M. (2023). The Impact of Drama-Based Instruction on Language Skills Development in EFL Contexts. HUELE: Journal of Applied Linguistics, Literature and Culture, 3(1), 09–17. https://doi.org/10.30598/huele.v3.i1.p09-17
Kurniawan, R., & Fussalam, Y. E. (2020). Meningkatkan Kemampuan Berbicara Bahasa Inggris Dasar Melalui Kegiatan English Camp. Jurnal Muara Pendidikan, 5(2), 752–756. https://doi.org/10.52060/mp.v5i2.413
Mackiewicz, J. (2018). A Mixed-Method Approach. In Writing Center Talk over Time (pp. 37–60). Routledge. https://doi.org/10.4324/9780429469237-3
Maulana, I., & Lolita, Y. (2023). THE EFFECTIVENESS OF ROLE-PLAY TO IMPROVE STUDENT’S SPEAKING ACHIEVEMENT. ELite Journal : International Journal of Education, Language and Literature, 3(2), 122–135. https://doi.org/10.26740/elitejournal.v3n2.p122-135
Maulatul Jannah, D., Aziz, A., & Islam Zainul Hasan Genggong, U. (2024). The Attraction of the Kampung Inggris for Students as Target Areas Improves English Speaking Skills. Journal of English Language Education and Literature, 9(1), 29–39.
Maziyah, F., Hifdil Islam, M., & Hamdani, B. (2023). The Implementation of weekly English Conversation in Learning speaking among EFL learners. JADEs Journal of Academia in English Education, 4(1), 89–107. https://doi.org/10.32505/jades.v4i1.5756
Muñoz-Alcón, A. I., Barahona-Esteban, M. N., & Trullén-Galve, F. (2023). Assessing Foreign-Language Students’ Speaking Performance through a Digital Platform: Challenges and Findings. Education Sciences, 13(10), 1039. https://doi.org/10.3390/educsci13101039
Nanda, D. S., & Susanto, S. (2021). USING DRAMA IN EFL CLASSROOM FOR EXPLORING STUDENTS’ KNOWLEDGE AND LEARNING. English Review: Journal of English Education, 9(2), 285–292. https://doi.org/10.25134/erjee.v9i2.4353
Nehe, B. M., Shuhaida, Z., & Rahman, A. (2025). Exploring Project-Based Learning in English for Tourism Course : Enhancing Students Engagement and Practical Communication Skills. PROJECT (Professional Journal of English Education), 8(2), 395–403.
Nisa Aldira Lubis, Afrohul Fadhillah, Anisa May Azura, Susi Sahmarito Rambe, M. Arkan Syafiq, & Didik Santoso. (2024). The Students Ignorance In Practicing English Speaking. Fonologi : Jurnal Ilmuan Bahasa Dan Sastra Inggris, 2(3), 205–211. https://doi.org/10.61132/fonologi.v2i3.903
Panjaitan, N. B. (2024). A Meta-Analysis of Word Walls ’ Effectiveness in Improving English Vocabulary Among Junior High School Students . Acuity: Journal of English Language Pedagogy, Literature, and Culture, 9(2), 219–231. https://doi.org/10.35974/acuity.v9i2.3053
Park, S., Carlisle, D. D. E., Cheng, Z., Gillies, M., & Pan, X. (2025). Reducing foreign language anxiety through repeated exposure to a customizable VR public speaking application. Frontiers in Virtual Reality, 6(April), 1–15. https://doi.org/10.3389/frvir.2025.1519409
Pratiwi, W. R. (2024). Innovations in the English Educational Landscape of Kampung Inggris Pare As an English Village-Based Immersion Program. Klasikal : Journal of Education, Language Teaching and Science, 6(1), 1–10. https://doi.org/10.52208/klasikal.v6i1.1105
Pratiwi, W. R., Kuswoyo, H., Puspitasari, M., Juhana, & Bachtiar. (2024). Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program. International Journal of Evaluation and Research in Education , 13(1), 626–634. https://doi.org/10.11591/ijere.v13i1.25420
Rahmanita, M., & Mukminatien, N. (2019). Teaching English as A Foreign Language : Making Use of. Jurnal Pendidikan Humaniora, 7(1), 26–29.
Říčan, J., Chytrý, V., & Medová, J. (2022). Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula. Frontiers in Psychology, 13(Oktober), 1–15. https://doi.org/10.3389/fpsyg.2022.963151
Richards, J. (2006). Communicative Language Teaching Today. In Cambridge University Press (Vol. 25, Issue 2).
Sandvik, L. V., & Sommervold, O. A. (2021). Students’ Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language. Languages, 6(4), 203. https://doi.org/10.3390/languages6040203
Saragih, D., Hutajulu, T. L. R., & Girsang, S. P. (2023). A Literature Review: Strategies to Teach English as A Foreign Language. Journal on Education, 06(01), 4756–4768.
Sari, D. R. (2022). Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact. Vision: Journal for Language and Foreign Language Learning, 11(1), 17–30. https://doi.org/10.21580/vjv11i211269
Sugiono, S. (2020). Improving the Quality of English Language Teaching And Learning. International Journal of English Education and Linguistics (IJoEEL), 2(2), 49–54. https://doi.org/10.33650/ijoeel.v2i2.1627
Tiwery, Y. (2025). Mastering English Vocabulary in a Rural EFL Context: Students’ Difficulties and Learning Strategies. Koli Journal: English Language Education, 6(1), 32–43. https://doi.org/https://doi.org/10.30598/koli.6.1.32-43
Zirman, M. (2023). Supporting Students in Learning English Outside the Classroom. Journal of Research Initiatives, 7(3), 1–24. https://digitalcommons.uncfsu.edu/jri/vol7/iss3/7
