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Transitioning from Non-Malay-medium national schools to Malay-medium or English-medium secondary schools proved to be a struggle for many students due to the negligence in developing audio-lingual skills of the second language (L2) throughout the six-years of primary education. This study aims to explore the effectiveness of drama-based activities as a language learning strategy on L2 oral proficiency among the students aged between 12 to 13 years old from Non-Malay-Medium National School. Over a period of five weeks, pre-intervention interviews (on the first week), intervention (over the span of three weeks with two hours per week), and post-intervention interviews (on the fifth week) were carried out. The content of the intervention was adapted from Trinity College London's Grade 4 Communication Skills syllabus. The instruments used for data collection included: (1) pre-determined preand post-intervention speaking assessments, (2) classroom observation speaking assessments and (3) oral proficiency assessment rubric adapted from Cambridge English speaking assessment of Common European Framework of Reference Level B1 and a published drama assessment tool focusing on elements such as Grammar and Vocabulary, Pronunciation, Discourse Management, and Task Completion. The results of the post-intervention oral proficiency assessment showed that the there was an overall improvement especially in discourse management and task completion.

international journal of academic research in business and social sciences

Exploring the Use of Drama-Based Activities as a Learning Tool in English Oral Proficiency Development among Students from Non-Malay-Medium Nation Schools: A Preliminary Study