In the article, there are some non-threatening exercises and examples about how to use creative drama in the classroom. These non-threatening classroom exercises can provide a genuine feeling of surprise and fun in the classroom and help students to become aware of the use of their imagination. Shortly, it is pretty helpful article to show how to use creative drama effectively in the classroom. Annarella, L. A. (1992).
As we are carrying the activity in a drama class, Students can learn content through drama and display their skills and knowledge through authentic assessment. When we use drama and authentic technique the learners think about the events they are acting. When we use authentic assessment students gain understanding of the task they are to perform. Through role play students explore the places, time and situation that they may not have directly experienced. Drama and Authentic assessment are natural combination because they allow students to explore the curriculum and demonstrate their creativity.
So that, In foreign language classroom, drama is an effective method and good way to put in learning because as Mattevi (2005) states that "the use of drama in the language classroom allows the teacher to present the target language in an active, communicative and contextualized way. And it also favors and facilitates aspects of language such as pronunciation and body language”. This method aims to give an information that can help student more active in learning with use of drama in English Language Teaching (ELT) espesially in high school student. Because of it, Drama is a good method that can be applied in the English class because it can increase students speaking skills, develop the creative thinking and construct sense of responsibility and cooperation. The first, Drama can increase students’ speaking skill.
Their own rules. this helps them develop the ability to coordinate and plan with others as well as control their impulses. Next, dramatic play encourages language development. Children nowadays are motivated to communicate their wishes to their peers and must learn to speak on behalf of their roles. Dramatic roles play also support literacy which is provides perfect play for children to increase comprehension as children love to act out their favorite dramatic role plays.
Adding to that, Doff mentions that “using English for chatting to the class, for giving instructions and explanations” will provide students with very useful listening practice. Moreover, games can be applied in the class before finishing or starting the lesson. If teachers have enough time, they can let class play games at the end of the lesson, otherwise, they can use for the beginning new lessons to review. The advantage of doing these types of listening activities is that it makes students more interested in listening, especially when teachers divide the class into teams as competition remarkably increases students’
Combining the old age tradition of storytelling with the latest technology lead to compelling tool that motivates students to read more and write better. The approach is called digital storytelling. It is a good way to engage students in both traditional and innovative way of telling a story. It is emerging as a way to shape narrative and facilitates efforts to capture classroom moments for learners to reflect upon and revise practice, as well as to develop teaching consciousness. Digital stories revolve around a chosen theme and often contain a particular viewpoint.
1.5.2. Drama: Farmer (2017) stated that, Drama is the act of using the imagination to become some body or something other than yourself. Drama is an approach in teaching language in which learners are determined with roles and situations. They employ this approach for comprehending and understanding the world that they live in. Moreover, it’s an effective method for students who learn English as a foreign language.
In recent years, there has been much emphasis on teaching English using play and drama. Susan Holden (1981) defines drama as any activity where a person portrays himself or herself as another person in an imaginary situation. The realization that an important development process of a child is the need to play is how creative drama came about (Redington, 1983). According to Maley and Duff (1978), drama encourages imagination and energy and these serve as an educational objective. By exercising their sensitivity and imagination, students find learning more realistic and meaningful.
Introduction Drama or play could be defined as a kind of activity, in which students portray themselves in an imaginary situation (Holden, 1982 as cited in Chukueggu, 2012). In this respect, drama can be used as a break from the typical and boring class. Drama is used in the classroom widely nowadays since teacher would be able to integrate the teaching of English Language in the classroom. In Malaysian context, drama can be used as a platform for the young learners to practice English language in a more natural environment. Justification on play choices Under the Language Art subject, we were able to stage a play entitled ‘Tinkle, the Fairy’ written by none other than my talented friend, Ishwaar Singh.