the effect of using musical drama strategy on the 7th grade efl students' speaking skill and their attitudes toward it
This study aimed to investigate the effect of using the musical drama strategy on 7th grade EFL students' speaking skills and their attitudes toward it. The participants of the study included 35 students from the 7th grade joining speaking lessons in the English language at the Islamic Kindergarten and School of Science. To achieve the purposes of the study, a quasi-experimental design that included pre-post-test was used in the study. In addition, an attitude scale (questionnaire) was applied to the experimental group. The participants were distributed into two sections by the school administration. They were randomly assigned into two groups: the experimental group (18 students) and the control group (17 students). The experimental group was taught the speaking skill using the musical drama strategy, while the control group was subjected to study the speaking skill using the regular instruction method. A pre-post-test was administered to both groups in order to find out students’ results in speaking, while an attitude scale was administered to the experimental group to find out students’ attitudes toward using the musical drama strategy. Results of the study revealed that: 1) There were statistically significant differences in the students' speaking skill and its aspects (pronunciation, vocabulary, grammar, and fluency) due to using musical drama strategy, 2) Students in the experimental group had positive attitudes toward using the musical drama strategy in their English-speaking classes. As a result, it is recommended to use musical drama strategy as an instructional aid in learning the speaking skill and its aspects. (Author’s abstract)