Name Ni Komang Feby Wahyu Purna Dewi

NIM 2112021113
Class 4D
Subject Strategy for Using Drama in EFL
Classroom

The teaching understanding of the drama in education is influenced by the teacher's

ability to serve as a guide, the student's active involvement in the learning process, the idea
that the process is more important than the outcome, the fact that information is effectively
formed by individuals, and the fact that learning is not independent of society and cognitive
processes. Another technique used in education is drama, which helps people better
communicate with themselves. In a world where technology is advancing quickly, the
demand for human- and society-oriented teaching techniques has grown alongside the
number of digitally assisted and technologically helped teaching methods. As it focuses on
people and society, the theatre approach in education can also be referred to as a unique
teaching strategy. Drama is a part of all of a person's activities and deeds, claims San (1990).
Drama, according to Salamöz (2006), is the "re-production" of a real-life incident on stage by
one or more actors. When the educational literature is examined, theories like learning or
dramatization as a teaching method have been favored. Drama education and drama
education are two distinct ideas. He stresses that using drama in the classroom is a way to
teach subjects like language, arithmetic, geography, art, music, etc., each of which is a field
and has its own set of materials. On the other side, it is claimed that drama education is
imparted as a drama lesson and that its objectives are to help one develop personally, assist
one achieve a multidimensional perspective, and to showcase artistic creativity. Through the
role that the students will play, many emotions and thoughts that they cannot actually express
can be conveyed through their roles. When considered in this context, drama is seen as an
effective teaching method, especially in primary school education, which supports child
development from all directions. In this teaching scenario, I choose “Great Giant and Timun
Mas” as the story in this drama perform. I choose this story because it offers a moral lesson
of being brave to fight the evil. It is represented in this story about a brave young girl named
Timun Mas who faces challenges and encounters an evil great green giant.
Strategy Using drama "Little Red Riding Hood Escapes" to improve students'
pronunciation, speaking, performing and reading skill.
Level 5th Grade of Elementary School
Duration 40 minutes
Learning  The students are expected to pronounce the sentence
Objective  To improve student’s performing skill

 To improve student's speaking skill and confident

 To improve students reading skill
Language Student’s pronunciation, speaking and reading skill
Focus
Topic Fairy tale story
Preparations  The drama scripts
1. The drama scripts of story with the title “Little Red Riding Hood
Escapes”
 Drama properties
1. Cloak/blanket
2. Small doll/ wolf doll
3. Red scarf
4. Black scarf
5. Mini basket
6. Stick
 Clue of the picture

 Stickers as appreciation
Source: Pinterest
Procedure Pre activity
 The teacher greets the students
 The teacher and students pray together
 The teacher check student’s attendance
 The teacher recalling the students about the previous meeting
 The teacher informs the students about the material in today’s class
- The student who particate in the class get 2 stickers.
 The teacher gives the students some clue to guess what story that
they will use as drama (wolf, red cloak, forest, etc.).
Main activity
 The teacher asks the students randomly to be a volunteer to perform
the drama in front of the class.
 The students perform the drama of “Little Red Riding Hood
 Escapes” in front of the class.
Post activity
 The teacher asks students what they feel about today’s class.
 The teacher asks students what challenges in today’s class.
 The teacher asks the students what they think about the characteristic
of the character in that drama.
 The teacher closes the class.

Example The drama that used in this learning is “Little Red Riding Hood Escapes”.
This drama is suitable to use for 5th grade of elementary school, because this
drama does not contain complex story that can be understood easily by the
students. By using this drama, the students can learn some vocabulary and
learn how to perform in front the class. Drama provides opportunities for
students to improve their verbal and nonverbal communication skills.
Through role-playing, improvisation, and storytelling, students learn to
express themselves effectively, use appropriate body language, and develop
their vocabulary.
Visualization Link: https://www.storynory.com/little-red-riding-hood-2/

Little Red Riding Hood Escapes

Narrator: Once upon a time there lived a little country girl, the prettiest
creature who was ever seen. Her mother had a little red riding hood made
for her. Everybody called her Little Red Riding Hood.
Mother: Go my dear, and see how your grandmother is doing, for I hear she
has been very ill.
Narrator: Little Red Riding Hood set out immediately.
As she was going through the wood, she met with a wolf. He asked her
where she was going.
Little Red Riding Hood: I am going to see my grandmother.
Wolf: Does she live far off?
Little Red Riding Hood: It is beyond that mill you see there.
Narrator: It was not long before the wolf arrived at the old woman’s house.
He knocked at the door.
 [Tap, tap, tap]
Grandmother: Who’s there?
Wolf: Your grandchild, Little Red Riding Hood. [faking her voice]
Grandmother: Pull the string, and the latch will go up.
Narrator: The wolf pulled the string and the door opened, and then he
immediately fell upon the good woman and ate her up in a moment.
Narrator: He then shut the door and got into the grandmother’s bed,
expecting Little Red Riding Hood, who came some time afterwards and
knocked at the door.
Little Red Riding Hood: [Tap, tap, tap].
Wolf: Who’s there?
Little Red Riding Hood: It is your grandchild, Little Red Riding Hood.
Wolf: Pull the string, and the latch will go up.
Narrator: Little Red Riding Hood pulled the string, and the door opened.
Little Red Riding Hood: Grandmother, what big arms you have!
Wolf: All the better to hug you with, my dear.
Little Red Riding Hood: Grandmother, what big ears you have!
Wolf: All the better to hear you with, my child.
Little Red Riding Hood: Grandmother, what big eyes you have!
Wolf: All the better to see you with, my child.
Little Red Riding Hood: Grandmother, what big teeth you have got!
Wolf: All the better to eat you up with.
Narrator: Fortunately, a hunter was passing near by the hut. He heard the
wolf, and recognised him right away. He ran over to the window. He took a
good aim, and that was the end of the wolf.
Rationale Using drama can be a strategy to teach English language for students. By
using drama, the students are told to do a performance in front of the class,
and this can improve students’ speaking skill especially their public
speaking skill. Students learn to work together, negotiate ideas, cooperate,
and support one another, fostering essential teamwork and interpersonal
skills.
 REFERENCES

Alshraideh, D. S., & Alahmdi, N. S. (2020). Using Drama Activities in Vocabulary

Acquisition. International Journal of English Language Teaching, 7(1), 41.

https://doi.org/10.5430/ijelt.v7n1p41

Angelianawati, L. (2019). Using Drama in EFL Classroom. JET (Journal of English

Teaching), 5(2), 125. https://doi.org/10.33541/jet.v5i2.1066

Sağlamöz, G. (2006). Bir eğitim yöntemi olarak drama. Ömer Adıgüzel(Ed.). Yaratıcı
Drama (1985-1998 Yazılar) içinde (pp.89-102). Ankara: Naturel Yayıncılık.

San, İ. (1990). Eğitimde yaratıcı drama. Eğitim Bilimleri Fakültesi Dergisi, 23 (2), 573-574.

Susanto, A. (2017). THE TEACHING OF VOCABULARY: A PERSPECTIVE. Jurnal

KATA.