Drama Task Based To

Develop Elementary School

Students Vocabulary
By :
Faiz Hisyam Akbar (155110500111013)
M Catur Adhi S (1551105001110
Anugerah Novendi (1551105071110
Introduction

What do you know about young

learner ?

Purwaningsih (2008) stated that

young learners are learners
who still study in elementary
school, aging 9-10 years old.

So, based on the statement, we

can infer that young learners
are elementary student.
In elementary
Stahl
English
Because and set school,
vocabulary
aFairbanks
numberat learning
(1986)
elementary English
of vocabulary
stated that especially
school
words
teaching vocabulary
will improve
students
should
350
academic
wordsbe taught
introduced
each
successyear to the
differently
ofmay
the students
student
improve
with other
learning
levels.by as much as
10%
It willto
be30%.
better
In addition,
if the teacher
Beck use
andaccurate
McKeown (1982) found
that students
teaching techniques
who were or the
givencombination
direct instruction
of in word
meaningstechnique
teaching were better based
able on
to discern
the student
the meanings of
untaught words than control subjects.
level.
In teaching english vocabulary in elementary school level,
the most effective technique is using literature such as
drama.

Scott and Ytreberg (1991) claim that eight to ten year olds are
already able to discern between fact and fiction. However,
Halliwell (1992) mentions that they still delight in imagination and
fantasy which has a very constructive part to play in the language
classroom

There are many kinds of drama to educational purposes. One of

them is creative drama.
Creative Drama

Froese (1996) said that creative drama build on a

student’s imagination and willingness to act or
pretend in order to reinforce academic, emotional,
and interpersonal objectives.
By using creative drama the words can be
learned directly to the students because they
need to be actively in learning of words
Stewing & Buege (1994) stated that “Nouns, verbs,
adjectives, and adverbs are better understood when
children physically act them out in the sequential
order found in basic sentences”
Additionally, movement and pantomime are excellent
components to develop vocabulary since the children
can experience the feeling and meaning of the words.
Method

In the
9-10
There
Five
sevenlesson
year-old
were
practice
or sixplans
14
newstudents
boys
part,
vocabulary
wereand
theprepared
of11
students
the
girls
items
3rdinin
grade
played
the
were
order to different games. They had a lots of
participated
control
teach
introduced.
opportunities
new
group,vocabulary
Totally,
in
toand
the
practice
research.
13
32 boys
new
items
newvocabulary
and
They
through
words.
12had
girlsdrama.
already
in
been
the
The
itemsexperimental
new
were
grouped
vocabulary
taught into
group.
via
two
items
drama.
classes,
These
wereThe
students
3chosen
-A
activity
andbased
3-E
studied
on
was
In experimental
the
about
course
English
thebook
topic
eight
group,
and
hours
of the
they
they
per
lesson
improvised
were
week.plan
included
and
different
in situations. They worked in
the curriculum
prepared
groups. Theythemade
students
as active
advertisements,
physically
vocabulary andpuppets
items and poster displays. Lastly, in
mentally
the evaluation
for thepart,
lesson.
they expressed their feelings about the drama process
and talk about the topic of the lesson plan.

On the other hand, the students in the control group learned new words, but
the teacher just gave the Turkish equivalents of the words or showed the
pictures. They just followed the book. They did not participate in any drama
activities.
Result
In the analysis of the data regarding the variables examined in this
research, the following findings have been obtained. A significant
difference has been observed between the score of the experimental
group and control group which is 95 % degree of confidence are obtained
by the experimental group. Therefore, the hypothesis of the research, that
teaching vocabulary to young learners through drama activities is a highly
efficient technique, has been supported with the results obtained. Thus, the
findings of the present research show that teaching vocabulary to young
learners through drama is more effective than traditional vocabulary
teaching methods.
 Conclusion

In teaching vocabulary in elementary school, the teacher should select a technique

that encourages the students to actively participate the drama to make the learning
process occur.

Creative drama have some beneficial impacts towards the learning process in
developing vocabulary :
1. Creative drama as a teaching technique creates supportive intellectual and
emotional environments that encourage students to think. It allows students to apply
their communication skills and encourages them to take risks.
2. Creative drama as a teaching technique promotes long-term retention of
vocabulary. Learners need to be actively involved in the learning of words. Students
learn a new language to attain communication skills and express themselves. They
do not learn the language to represent their teacher, but to express themselves as
individuals.
3. Creative drama as a teaching technique motivates the students toward further
learning and use of the new language as a means of communication.