Teaching Literary terms through drama to Intermediate level. (original) (raw)

The Implementation of Drama in English Class

2013

The objective of this research is to analyze the process, the components of drama, and the impression of the students toward the implementing of drama in English classroom. This research was a descriptive qualitative which focused on the process of implementing drama in the English classroom. It concerned with an instruction of drama technique that was implemented to create interesting activity in the classroom. The research used observation and audiovisual recording in order to know how drama was implemented in English class. From the questionnaire, the writer knew the impression of the students toward the implementing drama in English class. The sample of the research was class IX.1 consisting of 32 students. The result shows that the process of drama is doing well. From the elements of drama make students to deliver the message from the text to the audience well and from the components of drama can develop creative thinking, increases self confidence, active, and enjoying activit...

Drama as The Way To Integrate Literature in English Language Teaching

International Journal of English Learning and Applied Linguistics (IJELAL)

This article analyzes how drama in learning English can be an interesting and not boring lesson for students at school. This is to ensure that learning English is well integrated. Drama can be used to teach English skills, speaking, and listening. In addition, the teacher hopes that learning drama can be a way to improve learning literature in schools and increase students' talents. This study was conducted at the Al-Mahduqiah Modern Islamic Boarding School in East Java that uses a curriculum muallimin. The research methodology used in this article is qualitative, using a literature survey and interviews. As a basis for the analysis, interviews were conducted with two teachers. The purpose of studying literature learning is to find out how English is used in the process of teaching. The results of this study revealed that drama can improve the integration of literature learning in the classroom. Moreover, drama can be used as a means to engage students more enthusiastically in l...

Analyzing the Role of Contemporary Teaching Techniques and Importance of Drama in Learning English as a Foreign Language

Journal of Arts and Social sciences, 2021

This research explores the important activities and principles of the teaching of drama in learning English as a foreign language. This research is qualitative in nature and the analysis is based on theoretical grounds and a strong theoretical framework. It concentrates on the brief history of drama in education, its basic principles, techniques, and the possibilities and advantages that drama in education brings into English language learning. The aim of this research, Drama in Learning English as a Foreign Language, is not only to introduce drama in education to the readers but also present drama in the context of English language learning, and subsequently support the concept of drama being an English language learning method. I define drama, its general concepts, principles, and aims. I concentrate on the role of drama in learning English as a foreign language, its techniques, and the benefits that drama brings into the learning. This research is helpful for the teachers to unde...

OUTCOME OF LEARNING DRAMA IN LITERATURE CLASSROOM

Granthaalayah Publications and Printers, 2023

It is to be sensed and realized in the field of Education, on the importance of productivity in learning. To inculcate and impart the process of productivity in learning literature as an art of study has become the need of the hour. It is essential to bring the students close to get a better grip over literature as well as language. Generally speaking, literature has been considered as a subject which either the professors or students read and appreciate the works of it through different genres like poetry. Drama, fiction, etc. for the aesthetic pleasure that too mostly from the perspective of the established critics or interpreters point view of the text. It will not be an exaggeration if we present the reality of approach, as of borrowed opinion without the enterprise of the individual experiences or opinion moreover, it cannot be denied in the circle of learned fraternity that this approach of learning literature would enhance the learners' skills and helps them in generating their thought process relevant to the topic. It is possible only by means of Learner-Centric method. The activities with which they are engaged will result in their achievement. It will rather help them to fix their career goal clearly. If this process of performing through dramas, folks, etc. has been encouraged in live classroom, then their learning outcome will also soar high to reach the zenith of experiencing literature there by to attain their goal. Thus involving the students as the performers of eminence work of art has not been encouraged rather failed to seek role in the class room activity, doubts apart, it will result in more mundane and monotonous learning of literature Instead if learning of literature entertains in bringing out the perception of students performing literary work on the stage, based on their ability in it, it will definitely help us to identify the real literary programmer among the students authentically.

Role of Creative Drama For The All-round Development Of The Students

International Journal of Innovative Research in Technology, 2021

Today we are in the digital age where technology is developing by leaps and bounds. So also, the student's minds are in tune with the technology right from the beginning of their lives. Hence there should be a change in the teaching styles from traditional methods to modern methods. Teaching should not be bound to the classrooms but should be extended to the society, community and to the world around. Teaching and learning of English has been a challenge particularly to the second language learners. Though there are a variety of activities and techniques to enhance English communication skills, drama can also be used as a tool to improve not only language proficiency but also to develop knowledge of the society. Hence the present study aims at the creative use of drama for the all round development of the students.

One For All: Enhancing Literacies Through A Drama Project

This paper is based on the research conducted in a high school which is done in order to enhance the literacies of students in learning English. The activity will be a project work which students can learn collaborative learning, problem solving, critical thinking, and language skills. The reason for choosing a project based is because students' competence and performance should be built on practices which stimulate the literacies, especially academic language literacy. The emphasis is based on the aspects of contemporary approaches of language teaching such as Communication Language teaching, Task-based language teaching, and content-based instruction. By creating a project work, students will be given chances and various ways to learn. The students are given a group project. They use their critical thinking to grasp the idea of the story given and develop the idea into a drama scenario for them to perform later on. Through these activities, students find the learning enjoyable and their ability in listening, reading, writing and speaking improved.

The Role of Drama in Foreign Language Teaching

International Journal of Social Sciences & Educational Studies

This research was conducted to indicate the role of drama in foreign language teaching. Firstly, the role of drama in general, its place in education and its role and use in foreign language teaching are given in the study. The study was conducted with 32 students in 2 different classes at the intermediate level at Ishık University. During the research, the same book and the same units, namely 4 units of Face2Face Intermediate, Cambridge University Press, was taught to the students of the control group and also the experimental class according to the annual plan determined by a lecturer. The students of the Control class were taught according to the instructions of the teachers' books in the related units of the book, but some subjects in the other experimental group were taught with drama activities in the units. At the end of the unit, the Progress Test Results of the course-book were compared. Subsequently, feedback was obtained from Experimental group students and 6 of them were published in the study without any change and the results were evaluated accordingly.

Drama as a Teaching Tool for the Integration of Language Skills

2016

Language classroom instruction is mostly focussed on writing and reading skills overlooking the other skills such as speaking and listening. The teachers of English perhaps do not integrate language skills in the classroom due to large class size, heterogeneous students and the duration of the period. Hence, the language instruction demands various techniques for integration of language teaching that makes learning more interesting. This paper attempts to offer the techniques of drama in the teaching of language skills at undergraduate level. In general, it exhibits that how dramatic techniques can be integrated in teaching of language skills. In teaching context, the drama involves and stimulates the feelings and visualisation of the learners, providing them various stimuli and elevating their learning knowledge on the subterranean level. Scrivener’s (1994) techniques of drama are adopted in language instruction to examine the effectiveness of the learners’ language development. Th...