Tulisan suriani Bau

Media ini memuat tulisan Suriani Dj,Bau. Terima kasih telah bersedia mampir.
Rabu, 31 Oktober 2012
USING DRAMA IN SPOKEN ENGLISH TEACHING
PROLOG
The teaching of English as a foreign language is part of education and it has be
en in the core of the school curriculum for a long time. However, the result of
the teaching of English in Indonesia has been for a long time, characterized as
unsatisfactory Nur (in Suriani, 2007), and based on the writer's experience in t
eaching English at Senior High School around 9 years, and in a college. She co
ncludes that average students still lack of English specially in speaking. This
statement is provided by the fact in the process of teaching in the classroom in
teraction when presenting the English lesson.
Using drama in teaching spoken English is one way to get students mot
ivation, and increase the students skill in speaking cause drama is one of litera
ture works, and literature is a part of our life. In this case, we dont teach abo
ut drama, but we teach about spoken English use drama. Through drama, a class wi
ll address, practice and integrate reading, writing, speaking and listening. Dra
ma also fosters and maintains students motivation, by providing an atmosphere whi
ch is full of fun and entertainment. In so doing, it engages feelings and attent
ion and enriches the learners' experience of the language.

DRAMA TECHNIQUE
A. Use Drama Technique
Using drama in the EFL classroom to teach English is not new methodology. The
re are many books and papers on the subject. All teachers know the value of dra
ma to offer training in speech. What is not obvious is the abstract benefits de
rived by using drama in the classroom. It reveals aspects of the human conditio
n and students soon realize the importance of shared space, time, attention, inf
ormation and even ideas. The benefits of drama to develop the imagination shoul
d also be looked at. We would all be worse off without this skill.
Drama is one of techniques that can be used in teaching speaking English and sho
uld be central, rather than peripheral, in education. Via (1971) states that dra
ma is one way to release the English. Because in a play we are communicating for
a purpose, we are involved in the situation and word the dramatic content of th
e play. The students are interested in who is doing to happen and they have moti
vation to purposes the play. Donoghue (1972:81) states also that "in informal dr
amatization allows young children an opportunity to develop good speech."
Educationists see drama as a means where by the young can progress towards matur
ity by trying out and experimenting with various roles which they need to have s
ome appreciation of the order to obtain a full grasp of the world they are enter
ing.
Cox, 1999) states that children use imitation to learn and that they come to pla
y and drama naturally as they learn to communicate with others. Drama reflects a
social constructivist perspective of learning by doing through social interacti
on. Drama emphasizes the aesthetic, transactional experiencing of literature and
drama as art form in a student-and respond-centered curriculum, in which langua
ge use is focused on meaning. Students participation in drama provides great pote
ntial to develop language and literacy, communication in social contexts, learni
ng in other content areas, and personal growth and development.
Therefore, it will be very useful and essential to use drama technique in encour
aging the students to develop their speaking skill. Thus, the drama will be usef
ul if they are considered as the core teaching activities of the learning speaki
ng to meet the objective set in the speaking class as stated in the curriculum.
B. Finding Suitable Plays
Drama is one of the kinds Literature, and literature is part of our
life. By literature, we can express our experiences, emotion and thought . One
more good way to have students talk is by teaching spoken English using Literatu
re like drama. By play script students can practice the pronunciation by reading
the text.
Choose plays written especially for ESL classrooms. These are short
and repetitive and designed to involve the whole group, no matter how big or how
small. They combine fun and movement with language usage carefully planned to p
rovide optimal speaking practice in real life contexts. Roles should be assigned
according to your students' language ability levels. Students who are more cap
able and more confident can be given parts with more lines, while shyer children
or those with a more limited vocabulary can have fewer lines to say, repeat lin
es said by other students or speak as part of a group.
Many of the popular drama games books are targeted for teachers of other subject
s; to give them some ideas to add or extend lessons; not to teach drama.
Drama can help the teacher to achieve 'reality' in several ways. It can overcome
the students' resistance to learning the new language:
by making the learning of the new language an enjoyable experience;
by setting realistic targets for the students to aim for;
by creative 'slowing down' of real experience;
by linking the language-learning experience with the student's own exper
ience of life
And drama can create in a students a need to learn the language :
by the use of 'creative tension' (situations requiring urgent solutions)
;
by putting more responsibility on the learner, as opposed to the teacher
.'
(Wessel: 53-54)
As teacher we can show to the students English drama before asking them to play
a drama, even we can record the students activity during plying a drama, and keep
it as reference for the next teaching.
Choose plays written especially for EFL classrooms. These are short and repetiti
ve and designed to involve the whole group, no matter how big or how small. They
combine fun and movement with language usage carefully planned to provide optim
al speaking practice in real life contexts. Roles should be assigned according t
o your students' language ability levels. Children who are more capable and more
confident can be given parts with more lines, while shyer children or those wit
h a more limited vocabulary can have fewer lines to say, repeat lines said by ot
her children or speak as part of a group. It goes without saying that, when nece
ssary, the play should be adapted for your own situation. Keep the script simple
, but develop it further or modify it if your students' proficiency or lack of p
roficiency in English requires it. Some of the lines in the play may be optional
. Edit these freely to suit your needs, based on the main idea.
D. Tips for preparation and performance
Once you have decided on the play it is time to get down to the nitty-gritty of
rehearsals. While older and more capable students can be given copies of the pla
y to read this is generally not advisable for younger and less capable children.
For all students, no matter what level they may be on, the emphasis should be o
n speaking, acting and movement, not on reading lines.

We will find that if you give the students props too soon they will
become very absorbed in them and take a lot of time arranging them and so forth
instead of getting on with saying their lines! Therefore give out the props whe
n the play runs fluently. The addition of props is then a novel element to keep
the children's interest right through to the final performance.

Once all your efforts have been rewarded and the students are able
to run through their lines fluently, confidently and with the appropriate moveme
nts and expression, arrange at least one performance, even if it is only for the
class next door! This is absolutely vital. Usually it is possible to invite par
ents to arrive earlier to collect children from the last lesson of term if you g
ive sufficient notice, or arrange a special time. One can often perform the play
at the school, during assembly, or for a special performance. School heads are
generally proud to show off to parents so even if you are a visiting teacher run
ning after-school classes the head of school still sees this as a plus that the
school has to offer to prospective pupils and parents.
A tip regarding putting on the play: Don't start the show with the p
lay but instead have students express what they feel, what they want, what they
unlike. This helps the students get used to suddenly being in front of an audi
ence and will mean they are much, much less likely to freeze up with nerves when
it comes to saying their lines.
Support the students to stand in front of the audience, help them to arrange wha
t they will do, what they will say. As a teacher should get that not all them ca
n speak well in front of the audience. Maybe some of them will get nervous to do
it. After that you can start to guide the students about the play. During in p
erformance take their video, so you can give feed back and show it to them. So t
hey will know how good their performance.

EPILOG
Through drama technique the students can get confident to speak with each other
and can be a vital aspect of developing speaking skills. It has been shown that
a number of the traditional approaches, such as free talk and general discussio
n, do not offer the kind of support that many no fluent learners need to produce
long turns of informative speech on a range of cognitively demanding topics. Th
ese activities require the students to participate actively because their atten
tion is on performing a lifelike task. Drama technique gives the student a purp
ose for talking and, in this way, provides the speaker with interest in and moti
vation for speaking.
REFERENCES
Barbu, Lucia (2007) Using Drama techniques for teaching English. Retrieved on17
/7/2010 from http://forum.famouswhy.com/index.php
Cox, Carole. 1999. Teaching Language Art. California State University: Long Beac
h.
Donoghue, Mildred R. 1972. The Child and The English Language Arts. California S
tate College At Fullerton: Brown Company Publishers.
Maley, Alan and Duff, Alan 1978. Drama Techniques in Language Learning. Cambrid
ge University Press.
Suriani, 2007. Developing the Speaking Skills of the Eleventh Grade Students of
SMA Negeri I Parangloe through Drama
Via, Richard A. 1971. English through Drama. USA: Washington.
Wessels, Charlyn, 1987. Drama (Resource Books for Teachers) Oxford University Pr
ess.

Diposkan oleh Suriani Bau di 17.22
Kirimkan Ini lewat EmailBlogThis!Berbagi ke TwitterBerbagi ke FacebookBagikan ke
Pinterest
1 komentar:
way2 college23 Maret 2013 11.48
I'm happy to find numerous useful info here in the post. I would really like to
come back again right here for likewise good articles or blog posts. Thanks for
sharing...
xlri distance learning mba