Learning English through Drama-Based Approach (DBA): A Pedagogical Stylistic Experiment with Pygmalion

This study explores the effectiveness of using a new approach called drama-based approach in helping to learn English language. This approach was pioneered by Dorothy Heathcote in 1950. Heathcote, a drama teacher, developed this technique to help young children communicate confidently in English. In this research, the same theatrical method is employed to enhance students' spoken English skills. The chosen medium for the dramatic activity is George Bernard Shaw's play Pygmalion (1916), focusing on selected passages relevant to English language learning. The research incorporates both qualitative and quantitative methods, demanding active participation from students in the play. They engaged by taking on various roles of characters, as opposed to being passive listeners under a teacher's direction. This research took place in Dera Ismail Khan at Government College No. 1, involving 5th semester students who were divided into two groups: a control group and an experimental group. The experimental group performed the play through role-play and dialogue reading, while the control group read the play through traditional methods without any active engagement. The experimental study unfolded in three stages: a questionnaire, an intervention combined with improvisation, and an exam. Results were statistically measured and compared across both groups. The experimental group outperformed the control group in spoken English, demonstrating that a drama-based approach effectively facilitates the students in learning English language. This method allowed students to easily grasp themes, central message, linguistic elements, and character relationships, enhancing their understanding as well as their accents. The heightened engagement and enjoyment expressed by the students indicated a positive reception of this learning activity.