Strategi Guru dalam Menghubungkan Pembelajaran Bahasa Indonesia dengan Ekstrakurikuler Teater untuk Mengembangkan Keterampilan Berbicara Anak SD

Abstract

This study examined how teachers integrated Indonesian language learning with extracurricular theatre activities to enhance elementary students’ speaking skills. Using a qualitative descriptive design, the research explored teachers’ strategies in planning, implementing, and evaluating integrative learning practices in an authentic school setting. Data were collected through classroom observations, in-depth interviews with teachers, students, and theatre coaches, as well as document analysis of lesson plans, drama scripts, and performance records. The findings showed that teachers designed structured learning sequences by selecting narrative texts suitable for dramatization, introducing character interpretation, guiding dialogue reading, and facilitating progressive rehearsals leading to mini-performances. During implementation, teachers employed role-play, dramatization, communicative approaches, and collaborative learning while providing continuous scaffolding in the form of modeling intonation, refining articulation, clarifying vocabulary, and offering emotional encouragement. Theatre-based learning was found to significantly improve students’ verbal abilities fluency, clarity, vocabulary, and coherence alongside nonverbal communication such as gesture, expression, and voice control. Furthermore, students demonstrated notable growth in confidence and willingness to speak publicly, supported by the playful and non-threatening nature of theatrical activities. Despite these positive outcomes, teachers faced challenges including limited instructional time, varying student abilities, and the need for strong coordination with theatre coaches. Overall, the study concludes that integrating Indonesian lessons with theatre is an effective pedagogical strategy that fosters holistic speaking competence while promoting creativity, collaboration, and expressive communication. The findings highlight the importance of supportive school policies and continuous teacher professional development to sustain integrative, arts-based learning models.