CHAPTER I

INTRODUCTION

A. Background of the Paper

B. Purpose of the Paper

The purpose of this paper is to find out:
1. The definition of drama.
2. The definition of drama analysis.
3. The type of drama.
4. The element of drama.
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CHAPTER II
DISCUSSION

A. STUDENTS’ NEED IN LEARNING ENGLISH MATERIAL

There are four of students need in learning English material based
on Tomlinson as cited in Inawati et al., (2020);
1. Materials for children should make use of young children’s stories,
songs, poems, and rhymes to language in use. It is because literature
provides entertainment (McMillan, 2003), rich and authentic uses of
the foreign language (Cameron, 2003).
2. Materials for children should provide a lot of language linked
kinaesthetic activity through drama, games, and TPR because children
learn through physical experience or in other words young learners
conduct learning by doing (Halliwell, 1992; Girard et al., 2003;
Musthafa, 2008; Suyanto, 2008). According to Harmer (2008, p.82)
children can understand the lesson from what they see, touch and
interact with not just from explanation. That is why the materials for
children should make them doing something while learning at the
same time.
3. Materials for children should focus more on meaning than form,
young learners learn best when learning is kept as a whole (Halliwell,
1992; Musthafa, 2008). It means that very young children are able to
understand what is being said to them even before they understand the
individual words because they grasp the meaning not only by words or
phrase but also from intonation, gesture, facial expression, action and
circumstances. It is in line with Suyanto (2008) who argues that
children find it difficult when the language is broken down into pieces
(e.g., words, phrases, sentences, and paragraph as analytical unit).
4. Materials for young learners should focus more on informal implicit
learning than formal explicit teaching (Tomlinson, 2005, p.9).
Materials for young learners should not discuss about the language or
linguistics matter but should provide example how the language is use
so that they can learn from the model from the materials (Cameron,
2001).
B. STUDENTS’ NEED IN LEARNING ENGLISH ACTIVITIES
There are some students’ need in learning English activity based on
Inawati et al., (2020);
1. Game
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Game is an important thing in the teaching and learning process

but the most important thing is that game make the lesson is easier to
be understood (Lewis and Bedson, 1999). Moreover, based on the
result of the study conducted by Huyen and Nga (2003), game is
proven can give significant contribution toward vocabulary learning
because learning is happen in fun situation.
One example of the game is given by Putu Eldina Iswandhary
(2021) Last One Standing’ can be used by the teacher to teach
vocabulary to young learners which is one of the games entitled
“Using Games as a Tool in Teaching Vocabulary to Young Learners”.
So, this activity gives a chance for young learners to stand up and
move their body a little bit. This activity is played while young
learners are standing up in a circle and the teacher count to three and
give out the topic. After that, the first student in the circle will have to
give a word related to the topic and so on. Learner who cannot say a
new word or repeat the words of the last student has to take a seat. The
last student standing will be declared the winner. In this activity,
students’ sense of competition will develop in order to be the one last
standing. When the young learners show their enthusiasm and focus
throughout this activity, it means that the students are engage in the
lesson.
2. Singing and Story Listening
According to Tomlinson (2005), teaching materials in teaching
English for young learners have different characteristics compared to
materials for adult. They should fulfill some criteria, such as: make
use of young children‟s stories and songs to language in use. It is in
line with the result of questionnaire that almost all of the students
enjoyed singing and story listening in learning English. It is crucial for
material developer to include song in materials they produce since
song is fun, enjoyable, motivating when the young learners learn
English (Millington, 2011). It is supported by Yuksel (2016) who high
light that using song in young learners‟ class can promote vocabulary
acquisition motivate the children to learn English and increase
children‟s cultural awareness. The other activities in young learners
class is story listening. Stories offer a whole imaginary world, created
by language that children can enter and enjoy, learning language as
they go (Cameron, 2001). The next advantage is that story offer
positive concrete outcomes in the form of games, competitions,
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quizzes, drama, songs, projects, book making, etc. It is clear that

playing games, singing and story listening are the important activity in
young learners class, so it seems essential to include the activities in
the materials for young learners.
In line with this Putu Eldina Iswandhary (2021) found that song
also could be used as movement activities because of the music
positive effects on brain growth and young learners’ bodily system.
Music reduces stress and enhances the function of the immune system
which also affects the heart rate and blood pressure while improving
blood flow. Children are being overexcited, the right song can be
calming and relaxing. If children have been sitting down for a while,
the right song can add energy and excitement to the class. The
interaction between children and music progresses from rocking or
clapping along with music as babies to engaging in “active listening”
at about four years by singing, moving, and doing finger plays. They
then move on to more advanced interaction, reproducing melodies,
synchronizing movements with rhythm, and singing and moving with
a group. Looking at this statement, it shows that children have been
connected to music since they are still little or even in the mother’s
womb(Edwards et al., 2005). So it means that children have an innate
kinesthetic sensibility to move to beats and rhythms and as they grew
up their developmental stages of music and movement are interrelated.
Beside some activity above, Savić (2014) also suggest one learning
activity for young learners;
1. Total Physical Response
TPR activities, especially action games, can be used to introduce
new language in a very effective way. The teacher interacts with
children in the following sequence: giving commands, modelling the
desired behaviour, removing the model after a few repetitions (when
children respond confidently), combining commands in unexpected
and creative ways, or turning them into stories and competitive
games. Curtain and Dahlberg (2010, 63–64) describe the procedure as
specific steps to be followed by the teacher, and give
the following examples:
a. Raise your hand. Put your hand on your foot. Turn around. Put your
hand on the floor.
b. Put your hand on your elbow. Raise your knee. Turn around. Jump
backwards three times.
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c. Put your elbow on your knee and turn around.

d. Raise your hand. Walk backwards to the map, put your left hand on
your head and put your right elbow on South America.
e. Angie, hold the (stuffed animal) monkey with your right hand.
Mario, put your right elbow on the monkey’s head. Kim, put your
elbow on the monkey’s nose.
b. Class, take out your (imaginary) cameras and take a picture of the
monkey and his friends. Smile!
C. STUDENTS’ NEED IN MEDIA IN LEARNING ENGLISH
Based on Inawati et al., (2020) there are some media that can be
used in teaching English in Elementary school;
1. Puppet
Based on Emiliasari (2015) A puppet is a jointed
representationof a human, an animal, or, abstract figure. He said,
“Apuppet can be manipulated to give an illusion of life...”The puppet
is then defined as a “theatrical figure perceived by an audience to be
an object, that is, given design, movement and frequently,speech, so
that it fulfils the audience’s desire to imagine it as having life, by
creatinga double vision of perception and imagination, the puppet
pleasurably challengesthe audience’s understanding of the relationship
between object and life”(Tillis, 1992:65 in Widjajanto, et al., 2009). In
relation to teaching media, puppetry and puppet can be one of the
media to help teachers in teaching and learning process in the
classroom. Lepley (2001) mentions that puppetry is a medium for
students to use to express themselves and begin to explore the various
components of the English language. In addition, for young learners,
puppet are effective mechanisms for drawing out responses as
depersonalizing issues in this way encourages more focussed and
applied thinking (Hodgson & Pyle, 2010). In elementary school
classroom, puppetry also has great potential for use by teachers
(Wallace & Mishina, 2004).
It is supported by Emiliasari (2015) who claimed that teaching
English using puppets is effective and it is an attractive way that can
be used by teacher. It helps the teacher as a medium to attract students
attention, concentration, and enthusiastic in learning English. It can
make the classroom situation more interesting. The students
enthusiasm in learning when the hand puppets were used could be
comprehend from the researcher‟s note.
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2. Picture Card
The use of picture cards in teaching and learning English in
kindergarten is also crucial. Cameron (2001) asserts that the simplest
activity the teacher can do in teaching about the object names is by
holding up the picture and the pupils say the object names on the
picture.
3. Video
young learners also like to learn using video (computer or CD
Room). In this study all students like to learn English by watching
video. It is supported by the data from researcher’s note.
4. Visual
There are visuals in the form of pictures (demonstrations) as
form of learning materials. The images in this study as forms of
learning materials have function of developing the English vocabulary.
They can be described in detail, such as:, the demonstration has the
illustrative colorful pictures of the words that will be introduced. It
also accompanied by the given example of new word in the sentence.
In other words, the new word does not stand itself, but it is introduced
in sentence context.
D. FOUR GOOD REASONS FOR USING LITERATURE IN
ELEMNETRY CLASS
Four arguments in favour of integrating literature into English as a
foreign language (EFL) classes for primary school students, especially in
cases where academic language proficiency is the ultimate goal of
instruction, but where exposure to and use of English is limited to the
classroom and school (Ghosn, 1998). The arguments include the
following:
1. Authentic literature provides a motivating and meaningful context for
language learning, and presents natural language at its best,
encouraging vocabulary development in context;
2. Literature stimulates oral language and engages children with texts
while exposing them to some cultural aspects of the target language;
3. Literature can improve reading and critical thinking skills, and has the
potential to foster interpersonal and intercultural attitudes; and
4. Good literature deals with some aspect of the human condition and
seeks to achieve an understanding of life, both symbolically and
metaphorically, and thus can also contribute to children's emotional
development.
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Stories that have amazed, inspired, and amused humans since the
times of Gilgamesh are abundant proof of the human fascination with a
narrative that lasts for decades or even millennia. In place of the
conventional bottom-up strategy to teaching English as a foreign
language, I recommend real children's literature and provide four solid
arguments in favor of its use in EFL classes in elementary schools
(Ghosn, Irma K., 2002).
1. Motivation
Authentic literature provides a motivating, meaningful context
for language learning, since children are naturally drawn to stories.
(Machura, 1995)presents a delightful anecdotal description of her
experience with children's literature in Hungary. Her'advanced 12
year-olds' enthusiastically worked through The Very Hungry
Caterpillar . The same story kept a kindergarten EFL class of 4 year-
olds in Lebanon intensely occupied for four weeks (Ghosn, 1998). The
appeal of this story to such a large age span demonstrates the power of
a skilfully constructed narrative represented through language that is
both rich and predictable in its repetitive features. The superb
illustrations undoubtedly add to the appeal as they not only clarify and
extend the language but provide a visually aesthetic experience as
well.
(Bettelheim, 1986)recognized the significance which reading
material has for the developing child, and for the way the child learns
to understand the world and him/herself. If reading material is ‘so
shallow in substance that little of significance can be gained’, the act
of reading ‘becomes devalued when what one has learned to read adds
nothing of importance to one’s life’.
2. Language learning
literature can contribute to language learning. It presents natural
language, language at its finest, and can thus foster vocabulary
development in context. As (Collie, 1987) have pointed out, it
stimulates oral language and involves the child with the text; it also
provides an excellent medium for a top-down approach to language
teaching.
Judging from scores of books and articles in professional
journals, children’s literature has found a permanent place in many
ESL classrooms. That is easy to understand, bearing in mind that
literature is not only interesting to children, but also facilitates
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integration of the language skills. It can also over predictable yet

natural language which promotes word recognition, as well as
opportunities for authentic reading and writing tasks, and it is not
grammatically sequenced. All of these features are in line with the
natural language acquisition theory.
Through the medium of literature we can provide young EFL
learners with language experiences that will not only motivate and
foster oral language, but also deepen their awareness of the target
language in its written form. For example, the study of the writer’s
craft in quality stories can raise students’ awareness of what language
can do, and provide models for their own writing. Seven and eight-
year old L™ learners (and some even younger ones) can examine the
elect that amusing repetitious phrases or onomatopoeia have on their
reading pleasure. They can then create their own similar texts, for
example, by dictating to the teacher. (See Appendix 1 for a sample
lesson sequence.) Ten to twelve-year olds will enjoy analysing the
vocabulary or grammar in the context of a captivating story or poem
in order to make sense of the author’s meaning
3. Academic literacy
Literature can promote academic literacy and thinking skills,
and prepare children for the English-medium instruction. Academic
literacy also requires critical thinking skills, and literature overs a
natural medium through which students can be introduced to the type
of thinking and reasoning expected in academic classes. These include
looking for main points and supporting details; comparing and
contrasting; looking for cause–elect relationships; evaluating
evidence, and becoming familiar with the type of language needed to
express the thinking. Also, good literature is often highly generative,
allowing the teacher to expand the themes while making use of the
new language in deferent contexts, and accommodating to student
needs and interests.
4. Literature as a change agent
Literature can function as a change agent: good literature deals
with some aspects of the human condition, and can thus contribute to
the emotional development of the child, and foster positive
interpersonal and intercultural attitudes. The ability of excellent
literature to transform, to change attitudes, and to help remove
prejudice while building empathy, tolerance, and an understanding of
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world concerns is another strong argument for utilizing literature in

language classes. Research on multicultural literature and peace
education has shown the importance of literature in fostering tolerance
and empathy, but EFL programs have not yet taken use of the chances
to communicate these sorts of socially beneficial topics. Nonetheless,
it is still true that EFL students everywhere have the potential to
become cultural bridge builders.
Finally, quality literature can be used to provide vicarious
experiences that foster the development of emotional intelligence
defined by Goleman (1995), which is essential for empathy and
tolerance. Emotional intelligence is the understanding of feelings, both
one's own and those of others, and the ability to use that knowledge in
making decisions in life. It is also the ability to maintain an optimistic
outlook in the face of diªculties. According to Goleman, emotional
intelligence is learned through experience, and interaction with others.
He argues that in childhood, brain circuits are shaped by repeated
emotional lessons. Empathy, for example, can become a life-long skill
through appropriate learning experiences. Child development and the
psychology of learning research have shown that vicarious
experiences can also promote learning.
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CHAPTER III
CONCLUSION
A. Conclusion
B. Reference
Emiliasari, R. N. (2015). Teaching English To Young Learners Using
Puppet: a Case Study in One of Primary Schools in Sumedang Region.
I(1).
Inawati, I., Suherdi, D., & Purnawarman, P. (2020). Students’ Needs in
English Teaching Materials for Kindergarten Students. Research and
Innovation in Language Learning, 3(3), 173–196.
https://doi.org/10.33603/rill.v3i3.3665
Putu Eldina Iswandhary. (2021). Using Movement Activities in Engaging
Young Learners. Indonesian Journal Of Educational Research and
Review, 4(3), 543–549. https://doi.org/10.23887/ijerr.v4i3.42271
Savić, V. M. (2014). TOTAL PHYSICAL RESPONSE (TPR) ACTIVITIES
IN TEACHING ENGLISH TO YOUNG LEARNERS. Faculty of
Education in Jagodina, 371(September), 811.
Bettelheim, B. (1986). The Uses of Enchantment. New York: Random House,
Vintage Books.

Collie, J. a. (1987). Literature in the Language Classroom: A resource book

of ideas and Activities. Cambridge: Cambridge University Press.

Ghosn, I. K. (1998). Four Good Reasons To Use Literature in the Primary

School. Paper presented at the Annual Meeting of Teachers of English to
Speakers of Other Languages, 17-21.

Ghosn, Irma K. (2002). Four good reasons to use literature in primary

school ELT. ELT Journal, 172-177.

Machura, L. (1995). 'Using literature in language teaching' in C. Brumfit, J.

Moon, and R. Tongue (eds.) Teaching English to Children: From practice
to principle. Harlow: Longman.
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