DRAMA IN

LANGUAGE
TEACHING
Presented by Group 11
1. Ratih Kusumaningtyas (201632034)
2. Tiangga Adjie Prasetyo (201632070)
 WHAT IS “DRAMA”?
• Drama is the portrayal of fictional or non-fictional events through the performance of
written dialog.
• Drama is the specific mode of fiction represented in performance: a play, opera, mime,
ballet, etc, performed in a theatre, or on radio or television.
• The term "drama" comes from a Greek word meaning "action" (δρᾶμα, drama), which is
derived from "I do" (δράω, drao). The two masks associated with drama represent the
traditional generic division between comedy and tragedy.
 TYPES OF DRAMA IN LITERATURE
1. Comedy  Make the audience laugh. Its tone is light and it mostly has a happy ending
2. Tragedy  Murders, deaths, insanity, and pain are among the most common ideas in
tragedies. Main characters usually have some kind of weakness or defect that causes
their downfall.
3. Tragicomedy  Combines the features of tragedy and comedy. It means that such play
may be sad but will have a happy ending, or it may be serious with some elements of
humor emerging throughout the whole play.
4. Melodrama  Everything is hyperbolized. Usually, themes depicted in melodramas are
simple and without any unpredictable plot twists. the main point of a melodrama is not
to tell a story but to awaken feelings in the audience.
 PRESENTATION AND INTEGRATION OF
DRAMA
Five-point plan for integrating drama activities into the lesson:
1. The teacher presents the idea, theme, or problem to the students, organizing any pre-
liminary work and making sure that the students know precisely what to do;
2. The students discuss in groups what they are going to do and exactly how they are
going to do;
3. The students experiment in groups with various interpretations until they are satisfied
with one;
4. The students show their interpretation or solution to another group or to the rest of the
class;
5. The students may discuss their solution in groups or with the rest of the class.
 THE USE OF DRAMA IN CLASS
1. Mime
2. Simulation
3. Role-play
4. Exploiting a scripted play
5. Creating one’s own script
6. Improvisation without a script
7. Exploiting the coursebook for dramatic purposes
 ADVANTAGES OF USING “DRAMA”
1. Drama bridges the gap between course-book dialogues and natural usage,
and can also help to bridge a similar gap between the classroom and real-
life situations by providing insights into how to handle tricky situations;
2. Drama strengthens the bond between thought and expression in language,
and offers good listening practice;
3. Drama activities facilitate the type of language behaviour that should lead
to fluency;
4. Students become more confident in their use of English by experiencing
the language in operation.
 CONCLUSION
Drama in the English language teaching is ultimately indispensable because it gives
learners the chance to use their own personalities. It draws upon students' natural abilities
to imitate and express themselves, and if well-handled should arouse interest and
imagination. Drama encourages adaptability, fluency, and communicative competence. It
puts language into context, and by giving learners experience of success in real-life
situations it should arm them with confidence for tackling the world outside the classroom.