The Use of Dramatic Theater in BIPA Classes: A Case in Petra Christian University, Surabaya (original) (raw)
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The teaching-learning techniques of BIPA (Bahasa Indonesia untuk Penutur Asing - Indonesian for Speakers of Other Languages) for language skills are oftentimes separated from that of ‘cultural’ skills. Even worse, BIPA teachers tend to devote only a little attention to students’ cultural sensitivity. Dramatic Theatre, when used appropriately, offers engaging techniques for the teaching-learning of both language and cultural skills. Dramatic theatre’s ‘production process’ is very useful in developing linguistic and cultural sensitivities to the students. The teaching-learning of BIPA using the Dramatic Theatre production process at Petra Christian University, Surabaya, Indonesia has shown that it is a promising teachnique to be developed and implemented. The students’ involvement in the process from the preparations, rehearsals, and finally performance gives them a chance to enjoy and, especially, learn the Indonesian linguistic as well as cultural nuances more or less authentically....
Enhancing Students' Speaking Through the Process of Performing Drama
An action research has always been interesting thing for teacher because the root of it is taken from their own problems. This study is a self reflection of a problem that is faced by the researcher. It focuses on a certain activity in a certain class and at a certain period of time. Questionnaires, interview sheet, observation sheet, students' worksheets, and teacher's lesson plans serve as data resources. The result shows a significant increase in the students score. However, there is variation on the general result. Abstrak Penelitian tindakan selalu mengundang ketertarikan bagi guru karena akarnya diambil dari masalah mereka sendiri. Meskipun tidak selalu mudah untuk mengakui dan mendefinisikan hal seperti itu. Penelitian ini merupakan refleksi dari masalah yang dihadapi peneliti. Ini berfokus pada aktivitas tertentu di kelas tertentu dan pada waktu periode tertentu. Kuesioner, lembar wawancara, lembar observasi, lembar kerja siswa, dan RPP guru berfungsi sebagai sumber data. Hasilnya menunjukkan peningkatan yang signifikan pada nilai siswa. Namun, ada variasi pada hasil secara general.
Pembelajaran Seni Bahasa dalam Konteks Lintas Kurikulum melalui Drama
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Everyone is entitled to draw on the arts elements to create and give meanings, to express themselves, to communicate and share the meanings with other people, and to understand the world around them. Activities related to arts belong to every human being, and anything refl ected in arts is about human being. In the context of crosscurriculum, arts can be creatively woven into other subject areas, or is linked with a wide variety of subjects in the educational program. As one of the school subject, language arts is the vehicle of communication by which we live, work, share, and build ideas and understandings of the present, refl ect on the past, and imagine the future. Language arts incorporates the integrated teaching and learning of oral, written, and visual texts through reading, writing, speaking, listening, and viewing. The paper highlights drama as an alternative of arts activity integrated in a cross-curricular language arts program.
Multiliteracy Pedagogy in Teaching Indonesian Drama Study Course
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The findings of this study describe the learning process of Indonesian Drama Studies courses that were taught using multiliteracy pedagogy. Specifically, the theory used in the study, developed by Kalantzis and Cope (2008), is comprised of the following components: (1) Situated Practice/ Experiencing, (2) Overt Instruction/Conceptualizing, (3) Critical Framing/ Analysing, and (4) Transformed Practice/ Applying. The descriptive qualitative method was employed in this investigation. Participants are selected randomly taken from five different classes and placed into a single class. The research data were collected from students’ attendance, teaching materials, paper studies of drama scripts, and YouTube videos amounted to 12 videos. The play was presented in the form of a short performance. The findings show that drama learning can be achieved through the use of multiliteracy pedagogy. In drama learning, students develop a variety of multiliteracy skills, including reading scripts, re...
Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?
Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020), 2021
The primary goal of this research is intended to report how the implementation of Drama Performance as a project based in learning English foreign language and whether the lessons, the learning activity can motivate students interest also encouraging students to use their English language skills. Further, the discussion also takes into the issues of the problem that may exist during drama performance such as some students believe they cannot perform in English and they may choose to withdraw from the activity. The researcher is employing qualitative methodology to investigate the research questions. Observation and interview use as the instrument of this present study. The participants are the students who take Drama in Language Education course at the fifth semester of English Education Department at School of Teacher Training and Education (STKIP) Muhammadiyah Bogor. The students have performed drama, and have experience in preparing the session. The students are under the researcher supervision. The participants from other Department to be interviewed became the source of the data who watched drama performance. The students are under the researcher supervision. Activities are designed in accordance with the course objectives to share information about the students, the learning process and the phenomenon. The implementation of drama performance as a project based learning has myriad benefits for students and drama activities are a unique way of enhancing students' motivation and participation. Language skills can be exposed to students not only through conventional technique but also through drama performance. Project based learning provides students with the opportunity to explore the contents of Drama in Language Education. To get into the outcome, the core activities focus on the elements of drama, creative writing (composing a play script), characterization, make-up character, providing students with the information about drama in language education, and also hope to give students the opportunity to perform a drama in English. The lecturer's role in the teaching learning process is crucial. It can influence the students' response towards project based learning.
The Role of Drama in Foreign Language Teaching
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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.
2019
The current dissertation is based on an action research and case study scheme performed in two Greek schools of Secondary Education, namely the 7th Gymnasium and 5th Lyceum of Kavala, with the purpose of investigating how students’ motivation to learn English may be enhanced and linguistic skills practiced through Theater and Drama practices. In this context, the Greek educational context is presented and motivational parameters influencing Foreign Language Learning of adolescents are explained. Special focus is given to motivation through Applied Drama projects in schools and, thus, the practices of Drama in Education (DIE) and Theater in Education (TIE) are theoretically portrayed. The entire study involves the process of upstaging a musical in the English language, namely the preparatory stage, the rehearsals and the performances, along with an innovative teaching-via-theater scheme, exercised by the stakeholders involved. Hence, a combination of process and product-oriented practices are utilized to achieve maximum results concerning motivation and practice of linguistic skills of the participating students. The research conducted is grounded on three research questions which examine: i) the emotions instilled in EFL students during the process, ii) the extent to which the project may influence students’ motivation and language practice and iii) the potential benefits gained. This study is an outcome of methodological triangulation, incorporating both qualitative and quantitative research methods. As such, the educator’s personal log, interviews, videos throughout the process and recorded conversations in social media platforms enabled qualitative extraction of findings, whereas observations from colleagues, and answers to questionnaires provided to the students/actors and the audience of all TIE-DIE phases enriched quantitative analysis of the provided data. As will be exhibited in the dissertation, language skills concerning learning English have been practiced, students’ motivational stance has been enhanced owing to a plethora of positive emotions experienced in the process and a positive attitude towards Drama practices in an educational context has been developed. However, owing to the fact that this study is only a limited investigation of this crucial topic of research, the researcher fervently suggests that similar inquiries should take place in Greek schools, with the aim of recording further results and potentially incorporating such practices in the school curricula.
EFFECTS OF DRAMA AND THEATRE ON STUDENTS' ACHIEVEMENT IN LANGUAGE TEACHING
International Journal of English Language Teaching, 2019
This study investigated the effects of drama and theatre as a teaching strategy on the achievement of students in English language in Ankpa Local Government Area of Kogi State, Nigeria. One research question guided the study. 100 students were used as subjects for the study from three different schools. The students in each school were divided into two groups (GA and GB). GA was used as the experimental group while GB was the control group. Both groups were taught a topic together using literature method. They were then subjected to a pre-test. In the next two lessons, GA was taught a topic through the drama and theatre method, while GB remained in the classroom and was taught the same topic using a traditional method. A uniform post-test was administered to both group. The result of the pre-test was compared with that of the post-test. The comparison formed the basis for the analysis, decision and conclusion in this work. The findings revealed that the group that was taught with the drama and theatre method performed better than those taught using the traditional method. Based on this finding, the paper recommends, among others, that all would-be-teachers should be trained in the skills of using drama and theatre as a teaching method.