MENINGKATKAN KETERAMPILAN KOMUNIKASI LINTAS BUDAYA MELALUI DRAMA: PENDEKATAN BUDAYA MELAYU DAN INGGRIS DI SMAN 2 RAMBAH HILIR
DOI:
https://doi.org/10.52622/mejuajuajabdimas.v5i2.298Keywords:
Drama, Intercultural Learning, Malay, EnglishAbstract
This community service program aimed to enhance students’ intercultural communication skills through drama training based on Malay and English cultural elements at SMAN 2 Rambah Hilir, Rokan Hulu Regency, Riau Province. The initiative was motivated by the students’ limited English-speaking abilities and the lack of cultural integration in language learning. The implementation employed a participatory and collaborative approach consisting of three main stages: (1) preparation and module development, (2) cultural workshops and training, and (3) intercultural drama performances. The results demonstrated a significant improvement in students’ communication skills, confidence, and intercultural awareness. The drama performance served as an effective and enjoyable learning medium while strengthening students’ appreciation of local Malay cultural identity. Additionally, the program produced a training module that can be utilized by teachers for sustainable learning. Thus, this activity proves that integrating arts, culture, and language in education can effectively foster the development of Pancasila Student Profiles who are creative and globally minded.
References
E. Eripuddin, J. Jufrizal, and A. Agustina, “Intercultural learning in pandemic era,” Linguistics and Culture Review, vol. 6, pp. 498–511, 2022, doi: 10.21744/lingcure.v6ns2.2167.
A. A. Yassin, N. A. Razak, Y. A. M. Qasem, and M. A. S. Mohammed, “Intercultural learning challenges affecting international students’ sustainable learning in Malaysian higher education institutions,” 2020. doi: 10.3390/su12187490.
E. Reid, “Techniques Developing Intercultural Communicative Competences in English Language Lessons,” Procedia Soc Behav Sci, vol. 186, pp. 939–943, 2015, doi: 10.1016/j.sbspro.2015.04.011.
Eripuddin, Jufrizal, and Agustina, Analysis of Lecturers’ and Students’ Needs Toward Intercultural Learning Material for Drama Subject. Atlantis Press SARL, 2023. doi: 10.2991/978-2-38476-054-1_15.
N. Hasanah and T. R. Abdulrahman, “E-Learning and Efl Teachers’ Intercultural Competence: an Analysis of Benefits and Challenges,” Akademika, vol. 10, no. 01, pp. 197–217, 2021, doi: 10.34005/akademika.v10i01.1323.
A. Paras, M. Carignan, A. Brenner, J. Hardy, J. Malmgren, and M. Rathburn, “Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis,” Frontiers: The Interdisciplinary Journal of Study Abroad, vol. 31, no. 1, pp. 22–45, 2019, doi: 10.36366/frontiers.v31i1.441.
Gómez Luis Fernando, “EFL learners Intercultural - News,” Gist Education and Learning Research Journal, vol. 16, no. 16, pp. 185–208, 2018.
M. Echcharfy, “Intercultural Learning: A Promising Pedagogy in the New Millennium,” Journal of English Language Teaching and Linguistics, vol. 4, no. 3, p. 361, 2019, doi: 10.21462/jeltl.v4i3.309.
M. E. Gómez-Parra, “Measuring intercultural learning through CLIL,” Journal of New Approaches in Educational Research, vol. 9, no. 1, pp. 43–56, 2020, doi: 10.7821/naer.2020.1.457.
R. Morganna, “Intercultural Language Learning to Promote the Literacy Development in EFL Learning,” pp. 232–238, 2017.
D. E. Winoto, “The Conception of Intercultural Learning Media and Education,” International Journal of Multicultural and Multireligious Understanding, vol. 7, no. 7, p. 111, 2020, doi: 10.18415/ijmmu.v7i7.1752.
P. Mesker, H. Wassink, S. Akkerman, and C. Bakker, “Differences that matter: Boundary experiences in student teachers’ intercultural learning,” International Journal of Intercultural Relations, vol. 64, no. March, pp. 54–66, 2018, doi: 10.1016/j.ijintrel.2018.04.001.
F. A. Furyanto, I. Putra, and N. Islamiah, “Students’ Perception on Intercultural Reading Material for English Learning,” Edukatif?: Jurnal Ilmu Pendidikan, vol. 3, no. 6, pp. 5043–5049, 2021, doi: 10.31004/edukatif.v3i6.1362.
P. Rahayu, E. Eripuddin, and R. G. G. Sari, “Fostering the Intercultural Learning in Drama Subject at Higer Education,” AL-ISHLAH: Jurnal Pendidikan, vol. 17, no. 1, Mar. 2025, doi: 10.35445/alishlah.v17i1.6805.
R. Shadiev, W. Xueying, and Y. M. Huang, “Promoting Intercultural competence in a learning activity supported by virtual reality technology,” International Review of Research in Open and Distance Learning, vol. 21, no. 3, pp. 157–174, 2020, doi: 10.19173/irrodl.v21i3.4752.
F. Baier, A.-T. Decker, T. Voss, T. Kleickmann, U. Klusmann, and M. Kunter, “What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality,” British Journal of Educational Psychology, vol. 89, no. 4, pp. 767–786, 2019, doi: 10.1111/bjep.12256.
O.-A. Ilie, “The Intercultural Competence. Developing Effective Intercultural Communication Skills,” 2019. doi: 10.2478/kbo-2019-0092.
E. Reid, “Models of Intercultural Competences in Practice,” International Journal of Language and Linguistics, vol. 1, no. 2, p. 44, 2013, doi: 10.11648/j.ijll.20130102.12.
H. Haerazi, D. Irwansyah, J. Juanda, and Y. A. Azis, “Incorporating Intercultural Competences in Developing English Materials for Writing Classes,” 2018. doi: 10.17507/jltr.0903.13.
E. Goksel, “Building Intercultural Competence Through Process Drama,” no. October, 2019.
E. Goksel, “Building Intercultural Competence Through Process Drama,” no. October, 2019.
N. K. Sabirova, “Raising language learners’ intercultural competence in EFL classroom,” Journal of Critical Reviews, vol. 7, no. 5, pp. 380–382, 2020, doi: 10.31838/jcr.07.05.75.
R. Nuriyanti, E. Syaodih, and P. D. Iswara, “The Effect of Experiential Learning Models Toward Writing Skills of Narration Primary School Student,” International Journal of Science and Applied Science, vol. 3, no. 1, pp. 109–117, 2019, doi: 10.20961/ijsascs.v3i1.34899.
shiamaa abd E. F. Torky, “The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students A thesis Supervised by,” Ain shams University women’s college curricula and Methods of Teaching Departement, pp. 1–254, 2014, doi: 10.1200/JCO.2005.05.4296.
D. Pili-Moss, P. Hamrick, K. Wendebourg, T. Schmidt, and D. Meurers, “Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents,” System, vol. 131, Jul. 2025, doi: 10.1016/j.system.2025.103656.
D. Pili-Moss, P. Hamrick, K. Wendebourg, T. Schmidt, and D. Meurers, “Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents,” System, vol. 131, Jul. 2025, doi: 10.1016/j.system.2025.103656.
D. Pili-Moss, P. Hamrick, K. Wendebourg, T. Schmidt, and D. Meurers, “Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents,” System, vol. 131, Jul. 2025, doi: 10.1016/j.system.2025.103656.
S. Li and J. Zheng, “The relationship between self-efficacy and self-regulated learning in one-to-one computing environment: The mediated role of task values,” The Asia-Pacific Educ. Res., vol. 27, no. 6, pp. 455–463, 2018, doi: 10.1007/s40299-018-0405-2.
C. T. Nguyen, “Effects of Applying Drama-Based Activities in Speaking Classes on EFL Students’ Speaking Performance,” International Journal of Instruction, vol. 16, no. 3, pp. 991–1012, Jul. 2023, doi: 10.29333/iji.2023.16353a.
M. Altun, “Drama: A Neglected Source in Language Teaching to Improve Communication,” Int J Engl Linguist, vol. 9, no. 5, p. 242, 2019, doi: 10.5539/ijel.v9n5p242.
S. Rahimipour, “Poetry and Drama: A Survey of Their Applicability to Language Teaching/Learning,” International Journal of Advanced Studies in Humanities and Social Science, vol. 9, no. 1, pp. 72–83, 2020, doi: 10.33945/sami/ijashss.2020.1.6.
L. Angelianawati, “Using Drama in EFL Classroom,” JET (Journal of English Teaching), vol. 5, no. 2, p. 125, 2019, doi: 10.33541/jet.v5i2.1066.
D. S. Alshraideh and N. S. Alahmdi, “Using Drama Activities in Vocabulary Acquisition,” International Journal of English Language Teaching, vol. 7, no. 1, p. 41, 2020, doi: 10.5430/ijelt.v7n1p41.
A. Bartel-radic, “intercultural learning in Brazilian MNCs,” 2020.
T. M. S. W. Gustloff, G. M. Culture, C. Study, and C. D. View, “Toward an Integrated Approach To Language , Culture and To L Anguage , C Ulture,” no. February, pp. 2–33, 2019.
M. Mohamed and K. Z. Abidin, “Principals’ Communication Styles and School Culture in Vocational Colleges in Selangor,” Asian Journal of University Education, vol. 17, no. 4, pp. 24–34, 2021, doi: 10.24191/ajue.v17i4.16201.
L. F. G. Rodríguez, “Critical intercultural learning through topics of deep culture in an EFL classroom,” Ikala, vol. 20, no. 1, pp. 43–59, 2015, doi: 10.17533/udea.ikala.v20n1a03.
S. E. Pramono, I. S. Melati, A. Wijaya, Z. Sahudin, and H. Abdullah, “Modelling Factors Encouraging Knowledge Sharing Culture as a Socio-Innovation in Collaborative Era,” Asian Journal of University Education, vol. 18, no. 4, pp. 847–862, 2022, doi: 10.24191/ajue.v18i4.19991.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Eripuddin, Pipit Rahayu, Azi Nurazima Juhastri, Dkk
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Mejuajua: Jurnal Pengabdian pada Masyarakat provides open access to anyone so that the information and findings in these articles are useful for everyone. This journal's article content can be accessed and downloaded for free, free of charge, following the creative commons license used.
Mejuajua: Jurnal Pengabdian pada Masyarakat is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
