making FLL active, motivating experience

where students can express naturally and spontaneously

via verbal and non-verbal means;
helping learners gain the confidence and
self-esteem as it helps the students cope with
real-life situations;
focusing on the basic communication, linguistic
and social skills required for students to
participate in drama activities;
developing linguistic and communicative
competence through using Grammar and Vocabulary
in a meaningful context;
creating friendly and cooperative atmosphere
enhancing the development of students’
ability to work together as a team or group,
learning to be empathetic and tolerant, sharing
responsibility etc.

minds going blank, freezing when spoken to, hoping to avoid being called on in class
[ CITATION Her15 \l 1033 ]
students do not have the capacity to express themselves in the foreign language fluently after
studying[ CITATION Akb15 \l 1033 ]
Using drama makes it possible to transform a traditional
learning space into a meaningful environment: an office/airport/ restaurant/ garden/court
etc[ CITATION Shr161 \l 1033 ]
To encourage students general oral fluency or to train students for specific situation

The main obstacle for learning English is that there is no environment that makes them
familiar with the original language. In other words, there is no active role for English outside
the classroom. So, they do not feel the immediate need to learn English. And the educational
system should bring about such need.[ CITATION Akb15 \l 1033 ]

Feelings of anxiety, apprehension and nervousness are commonly expressed by

second/foreign language learners in learning to speak a second/foreign language and

considered to exert a potentially negative and detrimental effect on communication in the
target language.[ CITATION Tan08 \l 1033 ]
The obvious signs of anxious students described by the participants were blushing, rubbing
the palms, perspiration, staggered voice, reluctance, poor performance in spoken activities,
less enthusiasm or willingness to speak, less interpretativeness, less eye-contact, reading from
the script whilegiving presentation, either too fast or too slow speed of speech, [ CITATION
Has13 \l 1033 ]

The Ministry of Education has recently introduced the competency-based

language curriculum emphasizing the performance-based outcomes for each
educational unit from primary to high schools in the forms of national standard [ CITATION
Mar08 \l 1033 ].

Interestingly, primary English teachers are English

specialty teachers in Vietnam and Iran, where primary English education is
not official or compulsory. This might be related to the primary teacher
education which lacks training in English language teaching. On the other
hand, some ESL countries (e.g., Sri Lanka, Singapore, and the UAE) do not
prefer English specialty teachers because their primary teachers seem to have
enough English ability to teach, whereas some ESL countries/regions (e.g.,
Hong Kong, Malaysia, and India) prefer English specialty teachers.
Whether English teachers should be native English-speaking [ CITATION Cho08 \l 1033 ]

2.9 Current trend Teaching English in Indonesia

English teacher in Indonesia had faced many challenges in teaching English. The
challenges were influenced by two factors, professional factor and practical factor [ CITATION
Mar08 \l 1033 ]. Accordingly, professional factors may cover the teacher’s class preparation,
mastery of the discussed topics, and teaching-learning strategy. Practical factors refer to the
number of students in class, class size, time allotment, and lack of appropriate resources
[ CITATION Mar08 \l 1033 ].