Perceptions of Grade 10 Teachers on the Utilization of Drama Strategies on Developing Students’ English Language Fluency

Dramatization is regarded as one of the best techniques for students to acquire and enhance their speech abilities in a secure classroom either in Virtual classes or Face to face interaction. This study is aligned with Krashen’s Monitor Model for Learning Language and Constructivist theory; It is focused on how exactly a second language learner acquires knowledge through engaging in Drama activities. The purpose of the study is to identify the Demographic profile of the respondents including their Age, Sex, and Years of service. Second, Grade 10 English teacher's Perception of Drama strategies in terms of Fluency, Accuracy, and Communication skills. Third, Barriers encountered by Grade 10 teachers in teaching through Drama strategies. Fourth, Drama strategies are used to strengthen English language fluency in lesson discussions. The study basis is Descriptive research and full Quantitative research wherein the general purpose of quantifying the collection and analysis of data method will be used. In addition, the Likert scale is used as a numerical value measurement of the study. The researcher used Google forms in the conducted survey. There are 32 Grade 10 English teachers who responded to the survey gathered by the researcher. Furthermore, the researcher used a Purposive sampling technique which means all the respondents are intentionally chosen. Teachers are all aware of the use of Drama strategies in teaching students in practicing their English fluency, with that, Drama strategies must be frequently used in creative activities with topics related and unrelated to the practice of speaking English language fluency