Abstract:
This study is about the implementation of drama performances in speaking class to promote students' intercultural competence. This study was aimed to analyze the process of how the teacher of implements drama performances in speaking class to promote students' intercultural competence, to synthesize the teacher's perception on drama performances in speaking class to promote students' intercultural competence, and to synthesize students' perception on drama performances in speaking class to promote students' intercultural competence. The subject of this study was the students at the tenth grade consisted of 36 students and one of English teacher in one of Vocational High School in Cikoneng. A case study was applied as a research design in this study. There were three instruments used in conducting the study such as classroom observation, interview and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through drama performance on speaking class to promote students' intercultural competence. Meanwhile, the students gave their positive response toward the teaching and learning process. The teacher argues that drama performance is a useful media for providing the students clearly prefer learning speaking practice for daily conversation or practical reasons and gave the students' intercultural competence awareness in speaking class. Based on the finding above, it can be concluded that learning in speaking class through drama to promote students' intercultural competence is an interesting learning activity. Finally, this study suggests that the other researchers can use the results of this study to provide more data on the same case to enrich their research and to improve the diversity of participants with mixed cultural backgrounds to recognize and deal with differences in cultures or customs.
