BUILDING COMMUNITY THROUGH LOCAL DRAMA ACTIVITIES IN THE CLASSROOM
Abstract
Using a local history approach as an embedded medium can increase student engagement and achieve the goals of the learning process. The purpose of this study was to find out how to build student community through local historical drama in drama class activities. This study uses mixed methods, with observation and questionnaires as data collection instruments. Using a purposive sampling technique, 75 students were selected as a sample from a population of 3,225. Data were analyzed by Quant-Qual and interpreted by descriptive accounting. The results showed that there were no students who commented badly about the use of techniques in local historical dramas. Researchers recommend using this approach in the learning process, especially in learning English and how to build student’s community.
Abstrak:
Menggunakan pendekatan sejarah lokal sebagai media yang melekat dapat meningkatkan keterlibatan siswa dan mencapai tujuan dari proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui bagaimana membangun komunitas siswa melalui drama sejarah lokal dalam kegiatan drama kelas. Penelitian ini menggunakan metode campuran, dengan observasi dan kuesioner sebagai instrumen pengumpulan data. Dengan menggunakan teknik purposive sampling, dipilih 75 siswa sebagai sampel dari populasi sejumlah 3.225. Data dianalisis dengan Quant-Qual dan diinterpretasikan dengan akuntansi deskriptif. Hasil penelitian menunjukkan bahwa tidak ada satupun siswa yang berkomentar buruk tentang penggunaan teknik dalam drama sejarah lokal. Peneliti merekomendasikan penggunaan pendekatan ini dalam proses pembelajaran, khususnya dalam pembelajaran bahasa Inggris dan bagaimana membangun komunitas siswa.
Downloads
References
Barton, D., & Hall, N. (2000). Letter Writing as a Social Practice (Studies in Written Language and Literacy). Amsterdam:John Benjamins Publishing Company.
Boyer, E. L., & Mitgang, L. D. (1996). Building Community: A New Future for Architecture Education and Practice: A Special Report. Princeton: Carnegie Foundation for the Advancement of Teaching.
Brown, H. D. (2006). Principles of Language Learning and Teaching (5th ed.). USA: Pearson Education ESL.
Casmir, F. L. (2013). Building Communication Theories: A Socio/cultural Approach. New York: Routledge.
Chang, L.-Y. (2009). Acting It Out: Children Learning English Through Story-based Drama. University of Warwick.
Clipson-Boyles, S. (2013). Teaching Primary English Through Drama: A Practical and Creative Approach. New York: Routledge.
Csikszentmihalyi, M. (2014). Flow and the Foundations of Positive Psychology. Nederlands: Springer Netherlands.
Davies, P. (1990). The Use of Drama in English Language Teaching. TESL Canada Journal, 8(1), 87–99. https://doi.org/10.18806/tesl.v8i1.581.
Dunn, J. P., & Stinson, M. T. (2011). Not Without the Art!! The Importance of Teacher Artistry When Applying Drama as Pedagogy for Additional Language Learning. Research in Drama Education, 16(4), 617–633. https://doi.org/10.1080/13569783.2011.617110.
Edmiston, B. (2012). Dramatic Inquiry and Anti-Oppressive Teaching. Youth Theatre Journal, 26(2), 105–119. https://doi.org/10.4324/9780203116531.
Edmiston, Brian. (2013). Transforming Teaching and Learning with Active and Dramatic Approaches. Routledge.
Edmiston, Brian. (2018). Building Social Justice Communities: Using Drama to Make Power More Visible.
Edmiston, Brian, & McKibben, A. (2011). Shakespeare, Rehearsal Approaches, and Dramatic Inquiry: Literacy Education for Life. English in Education, 45(1), 86–101. https://doi.org/10.1111/j.1754-8845.2010.01088.x.
Frahm, J. A., & Brown, K. A. (2005). Building an Organizational Change Communication Theory. Academy of Management Proceedings. https://doi.org/10.5465/ambpp.2005.18781296.
Goldenberg, C. (2006). Teaching English Language Learners: What the Research Does—And Does Not—Say. American Educator. http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf.
Gorjian, B., Moosavinia, S. R., & Jabripour, A. (2010). Dramatic Performance in Teaching Drama in EFL Contexts. TESL-EJ: The Electronic Journal for English as a Second Language, 13(4), 1–13. https://www.semanticscholar.org/paper/Dramatic-Performance-in-Teaching-Drama-in-EFL-Gorjian-Moosavinia/f2926dcb963e5ceaff9e0191e86a13304939447c.
Greene, M. (2000). Releasing the Imagination: Essays on Education, the Arts, and Social Change. California: Jossey-Bass.
Herrera, L. J. P., & McNair, R. L. (2020). Restorative and Community-building Practices as Social Justice for English Learners. TESOL Journal, 12(1), 1–11. https://doi.org/10.1002/tesj.523.
Hill, D. H., & Cole, M. (1995). Between Discourse and Schema: Reformulating a Cultural-Historical Approach to Culture and Mind. Anthropology & Education Quarterly, 26(4), 475–489. https://doi.org/10.1525/aeq.1995.26.4.05x1065y.
Janudom, R., & Wasanasomsithi, P. (2009). Drama and Questioning Techniques: Powerful Tools for the Enhancement of Students’ Speaking Abilities and Positive Attitudes towards EFL Learning. ESP World, 8(5), 1–19. http://www.philologician.com/Articles_26/Original/Drama.pdf.
Jiménez, R. T., & Rose, B. C. (2010). Knowing How to Know: Building Meaningful Relationships Through Instruction that Meets the Needs of Students Learning English. Journal of Teacher Education, 61(5), 403–412. https://doi.org/10.1177/0022487110375805.
Kohl, H. R., & Ayers, W. (2009). The Herb Kohl Reader: Awakening the Heart of Teaching. The New Press.
Lee, L.-K., Chau, C.-P., Tsoi, K.-N., Yang, N. L., & Wu, N. I. (2019). A Mobile Game for Learning English Vocabulary with Augmented Reality Block Builder. ICTE: International Conference on Technology in Education. https://doi.org/10.1007/978-981-13-9895-7_11.
Leitch, S., & Palmer, I. (2010). Analysing Texts in Context: Current Practices and New Protocols for Critical Discourse Analysis in Organization Studies: Analysing Texts in Context. Journal of Management Studies, 47(6), 1194–1212. https://doi.org/10.1111/j.1467-6486.2009.00884.x.
Levin, B. B., & Rock, T. C. (2003). The Effects of Collaborative Action Research on Preservice and Experienced Teacher Partners in Professional Development Schools. Journal of Teacher Education, 54(2), 135–149. https://doi.org/10.1177/0022487102250287.
Masoumi-Moghaddam, S. (2018). Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners. International Journal of Applied Linguistics and English Literature, 7(6), 63–68. https://doi.org/10.7575/aiac.ijalel.v.7n.6p.63.
Misanchuk, M., & Anderson, T. (2002). Building Community in an Online Learning Environment: Communication, Cooperation and Collaboration. Semantic Scholar. https://www.semanticscholar.org/paper/Building-Community-in-an-Online-Learning-and-Misanchuk-Anderson/cd6eaa59b4bc4688352dcf00858cadbea1588577.
Nazmiye, A., & Tutkun, O. F. (2010). The Effect of Drama Method on Achievement Level in English Teaching: Knowledge, Comprehension and Application Levels. Journal of Human Sciences, 7(1), 824–835. https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/1200.
Nordin, N. A., Sharif, N. M., Fong, N. S., WanMansor, F. A., & Zakaria, M. H. (2012). Fulfilling the Tasks of Reading, Writing, Speaking and Listening through Drama Workshop. Procedia - Social and Behavioral Sciences, 66, 196–202. https://doi.org/10.1016/j.sbspro.2012.11.261.
Nurhayati, D. A. W. (2016). Using local drama in writing and speaking: EFL learners’ creative expression. Journal of English Language Teaching and Linguistics, 1(1), 51–77. https://doi.org/10.21462/jeltl.v1i1.13.
Rasmussen, B. (2010). The ‘Good Enough’ Drama: Reinterpreting Constructivist Aesthetics and Epistemology in Drama Education. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(4), 529–546. https://doi.org/10.1080/13569783.2010.512187.
Razak, F. Z. A., Khamis, N. Y., & Kassim, H. (2021). Exploring Teaching English Through Drama in a Local Islamic Institution Using Exemplary Stories From Hadiths. Jurnal Al-Sirat, 2(19), 163–169. https://ejournal.kuipsas.edu.my/index.php/qwefqwefq/article/view/143.
Rivers, W. M. (1987). Interactive Language Teaching. Cambridge: Cambridge University Press.
Sewell, G. (2010). Metaphor, Myth, and Theory Building: Communication Studies Meets the Linguistic Turn in Sociology, Anthropology, and Philosophy. Management Communication Quarterly, 24(1), 139–150. https://doi.org/10.1177/0893318909351584.
Shakfa, M. D. A. (2012). Difficulties Students Face in Understanding Drama in English Literature at the Islamic University of Gaza (IUG). English Language Teaching, 5(9), 95–103. https://doi.org/10.5539/elt.v5n9p95.
Syah, M. (2013). Psikologi Pendidikan dengan Pendekatan Baru. Bandung: PT Remaja Rosdakarya.
Syukri, M. (2015). Dramatizing Local History: Its Effects on Stimulating the Students’ English Performance. Journal of Literature, Languages and Linguistics, 13, 73–84. https://doi.org/10.34050/els-jish.v1i4.4871.
Syukri, M., & Bahrun, S. R. (2021). Intersecting and Recognizing The Value of Culture Through Local History Drama “Topekkong Agreement.” Journal of Literate of Englisng Education Study Program, 2(1), 14–24. https://doi.org/10.47435/jle.v2i01.650.
Thornley, L., Ball, J., Signal, L., Aho, K. L.-T., & Rawson, E. (2014). Building Community Resilience: Learning from the Canterbury Earthquakes. Kōtuitui: New Zealand Journal of Social Sciences Online, 10(1), 23–35. https://doi.org/10.1080/1177083X.2014.934846.
Tinto, V. (1993). Building Community. Liberal Education, 79(4), 16–21.
Uysal, N. D., & Yavuz, F. (2018). Language Learning Through Drama. International Journal of Learning and Teaching, 10(4), 376–380. https://doi.org/10.18844/ijlt.v10i4.766.
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge: MIT Press.
Wichadee, S. (2018). Significant Predictors for Effectiveness of Blended Learning in a Language Course. JALT CALL Journal, 14(1). https://files.eric.ed.gov/fulltext/EJ1177330.pdf.
Wood, K. (2011). Writing Together: Building Community Through Learner Stories in Adult ESL. TESOL Journal, 2(2), 239–248. https://doi.org/10.5054/tj.2011.250381.
Wu, L.-F. (2014). Motivating College Students’ Learning English for Specific Purposes Courses through Corpus Building. English Language Teaching, 7(6), 120–127. https://doi.org/10.5539/elt.v7n6p120.
Young, R. (2012). More Than Just Books: The Role of Public Libraries in Building Community and Promoting Civic Engagement. National Civic Review, 101(4), 30–33. https://go.gale.com/ps/i.do?id=GALE%7CA318106161&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=00279013&p=AONE&sw=w&userGroupName=anon~55ac0472.
Yu, G. (2012). Announcement of Retraction. English Language Teaching, 5(8). https://doi.org/10.5539/elt.v5n8p57.
Yuwono, G. I., & Harbon, L. (2010). English Teacher Professionalism and Professional Development: Some Common Issues in Indonesia. Asian EFL Journal, 12(3), 145–163. https://www.asian-efl-journal.com/main-editions-new/english-teacher-professionalism-and-professional-development-some-common-issues-in-indonesia/index.htm.
Copyright (c) 2022 Muhammad Syukri, Prima Mytra, Fatimah Hidayahni Amin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
