Research on the Application of Drama Teaching Method in Junior High School English Reading Instruction

This study examines the application of the drama teaching method in junior high school English reading instruction, with a particular focus on its impact on student engagement, reading comprehension, and language output. The study employed a qualitative research design, using literature analysis and in-depth interviews with four teachers and eight students in a junior high school to explore their experiences with drama-based activities. The findings suggest that drama activities significantly enhance student participation, making learning more interactive and enjoyable. Students reported a deeper understanding of the texts, particularly through the use of role-playing, which helped them analyze characters' motivations and gain insights into narrative structures. Moreover, drama activities were found to improve oral proficiency, especially through improvisation, as students were encouraged to engage in spontaneous language use. The study also revealed that the collaborative nature of drama fosters higher-order thinking and increases students' confidence in using English. However, the study also highlighted challenges such as time constraints and the need for professional development for teachers. Despite these challenges, the research provides empirical support for the integration of drama-based methods in junior high school English reading instruction and manifests that such methods can significantly enhance both student motivation and language skills. The paper concludes with suggestions for future research, including the exploration of the long-term impacts of drama on language development and strategies to overcome implementation challenges in diverse educational contexts.