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The Implementation of Drama Technique in English Literature Class 3rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263 Proceedings – (ELLiC Proceedings Vol. 3, 2019) CD-ROM ISSN: 2579-7549 THE IMPLEMENTATION OF DRAMA TECHNIQUE IN ENGLISH LITERATURE CLASS Meiga Ratih T IKIP PGRI Bojonegoro Indonesia [email protected] Abstract Teaching English literature through drama makes students aware that “English is not just words, structures and idioms, but it is a lively, dramatic and versatile means of communication (Case and Wilson, 2003: 4). Learning English Literature by only reading and comprehending the content can causes boredom for most learners. Based on this situation , dialogue or drama performances has been a favourite technique or an alternative way in teaching English Literature. The dialogues of drama are selected from the plays of well known author or the students create their own plays based on the form of drama. For examples; Pantomime, Costume Drama, Melodrama and Comedy. The objectives of the study are to desribe the implementation of drama and dramatic activities in English Literature teaching, and to find out the students’opinion on the implementation of drama as a technique to teach English Literature. The study employs descriptive qualitative method by which data were collected through academic literature review, document analysis, observation, and questionnaire. From the study it is found that drama was the best alternative to facilitate learner to experience autonomous learning and give students more opportunity to learn Literature and perform their ability in front of the audience. Keywords: Drama, English Literature Class Introduction by educational practitioners. They usually English, as a language, has many aspects to teach English focusing on language skills study. Literature is one of them. Literature (listening, speaking, reading, writing), and includes poetry, drama, fiction, and many language elements (structure, pronunciation, kinds of nonfiction writing. Besides that, it and meaning). That is why literature often also includes oral, dramatic, and broadcast becomes an unfamiliar subject for students to compositionswhich arenot necessarily study. preserved in a written format, such as films Students' involvement in the learning and television programs process has become the main aim of modern (www.galegroup.com). From the definition, it approaches that focus on student-centered can be inferred that kinds of nonfictionwhich class rather than teacher-centered class. are either in the written or spoken format can Clever involvement that demands a student to be classified as literary work. use creative thinking skills is the kind of Basnet (2001) provide a rather accurate involvement that helps student to learn categorization distinguishing three types of effectively. Many methods has been used to literary texts: (a) the visual texts as films, assess students' effective involvement. Drama television, advertisement, cartoons, is one of the most important methods that photograph, etc. (b) the spoken and written provide much more involvement for both texts as spoken drama, interviews, film and teachers and students in the learning process. TV commentaries, radio programs, poetry, In foreign language classroom, drama is novels, play scripts, journalism, newspapers, an effective method as Mattevi (2005) states academic writings, brochures, pamphlets, etc. "the use of drama in the language classroom (c) the musical texts as vocal / instrumental, allows the t eacher to present the target records, CDs, etc. Studying literature, language in an active, communicative and however, has not been given a great attention contextualized way. Dramatization helps the THE IMPLEMENTATION OF DRAMA TECHNIQUE IN ENGLISH LITERATURE CLASS 427 Meiga Ratih T 3rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263 Proceedings – (ELLiC Proceedings Vol. 3, 2019) CD-ROM ISSN: 2579-7549 teacher address the four skills of language many years of experience working with the learning (speaking, listening, writing and students and my colleague, the aim of the reading), and it also favors and facilitates the project has become manifold. At the linguistic study of some often neglected aspects of level the purpose for students as future language such as pronunciation and body teachers, is to allow them to practise a foreign language." language in front of an audience. Blanch (1974) also points out "the two The challenge for them is to speak clearly elements of drama are action and dialogue, in English using adequate pronunciation and and both have a place in the foreign-language prosody, i.e. the patterns of stress and learning experience. They may be introduced intonation in a language. At the cultural level into the classroom by means of a "drama lab," the project allows the students to "perform a learning activity that permits students to act literature", and create a feeling that solely out foreign language materials such as reading the works woul d not provide. It also tableaus, poetry, ballads, folklore, and plays. gives them the opportunity to use body Drama allows the student to express his language and emotions while performing individuality, and the material, if it is culture- short plays and poetry on stage. As Brian related, brings to life the cultural context of Mcguire (2013) states in her work on empathy the foreign language." and drama activities, performing in a foreign Drama also approved its effectiveness on language allows to “understand the actions developing creative thinking. Bogdan (2008) and the emotions of others with one’s own states "Drama enables students, in all levels body.” of education, develop their intellectual skills such as creativity, problem solving, Methodology communication, socialization and empathy Related to the objective of the study, the and it gives individuals the opportunity for writer uses a descriptive method, This method self-actualization, group work and sharing is used to represent a broad spectrum of their responsibilities." research activities having a common purpose Most ELT teachers especially English of describing situations, events, or Literature teachers nowadays advocate some phenomena (Mason and Branble, 1997: 37). elements of a ‘Communicative Approach’ and Ary (1985: 415) states that a descriptive therefore recognise and appreciate the value research is directed toward determining the of Drama in English Literature class. This nature of a situation, as it exists at the time and course discusses the concept of prose, such as: place of the study. From those definitions, this the intrinsic elements (the Structural Elements research has an aim to analyze the which include plot and structure, character implementation of drama techniques in and characterization, point of view, setting, English Literature Class. theme and symbol; and Stylistics Elements Suharsimi Arikunto (2006: 245) states which include style, tone, symbolism and that a descriptive research, generally, is non- allegory, and idea and theme) the extrinsic hypothesis research. This thesis, therefore, elements (literature and society, psychology, just collects data, analyzes them and draws a biography and thoughts); and the aspects of conclusion based on the data only, without drama, such as: theoretical aspect and taking general conclusion. It means that the theatrical aspect as well as monolog or result is just valid for the data used in this dialogue in script and presentation of the research, not for others. Thus, the method of story. the research is document analysis. Suharsimi The aim of this project was to find a way (1998: 92) says that the other terms for to make English Literature more attractive to document analysis are content analysis, bachelor students. The writer decided to have activity analysis, or information analysis. students perform short drama performance on Based on Suharsimi’s definition, another stage, besides reading them. However, after THE IMPLEMENTATION OF DRAMA TECHNIQUE IN ENGLISH LITERATURE CLASS 428 Meiga Ratih T 3rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263 Proceedings – (ELLiC Proceedings Vol. 3, 2019) CD-ROM ISSN: 2579-7549 word for document analysis is content technique proposed by Strauss and Corbin, analysis. that is constant comparative method. In this The sources of the data of this research method, there are four steps in analyzing the are events, respondents, and documents. The data: 1. Determining set of information 2. events are the process of the implementation Making categories of information based on of drama techniques in English Literature their similarity. 3. Determining the relation class at IKIP PGRI Bojonegoro. The between categories. 4. Developing respondents are the lecturer of english proposition based on the relationship between literature and the students of the sixth categories. semester of English Department student. The documents are the handbook, the text books, Findings and Discussion and the guidelines being followed. The The findings are focused on the participant of the study were the sixth implementation of drama performances in semester of English Department Students, English Literature class. They are discussed in consisted of 24 females and 8 males. separated points: 1. Lesson plan, 2. Overall Similar to the source of data, the implementation of drama, 3. Questionnaire techniques in collecting data that is used in result. 4. Observation result. The following is this research
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