Theatre of the Oppressed in French as a second language

Thibault, Laurence V.

doi:10.1080/14708477.2020.1788048

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Metode yang paling tepat dalam meningkatkan keterampilan berbahasa adalah dengan menggunakannya secara nyata dan bermakna. Pementasan drama ini menjadi salah satu metode yang dinilai memiliki sifat otentik dan bermakna karena mahasiswa yang terlibat sebagai tokoh dalam drama dituntut harus memainkan peran dengan kemampuan berbicara yang sangat baik agar pesannya sampai kepada penonton (Thibault, 2020;Wu, 2016). Penelitian ini didasarkan pada teori bahwa pengajaran akan lebih efektif jika tugas yang dirancang harus melibatkan peserta didik secara langsung dan praktik nyata.…”

Section: A Pendahuluanunclassified

“…Beberapa penelitian sebelumnya yang mengangkat drama di antaranya pengajaran drama dengan menghadirkan penonton asli dalam meningkatkan kemampuan menulis siswa karena kemampuan memproduksi kata, kalimat, dan mengorganisasikan gagasan dalam pementasan drama ini sangat terlatih, dan peserta didik juga lebih percaya diri dalam menulis. Selain itu, pengajaran bahasa melalui drama ini juga dapat meningkatkan kemampuan kecepatan berpikir, berbicara, dan berimprovisasi menggunakan kalimat (Thibault, 2020;Trent, 2014). Hal ini terjadi karena peserta didik dituntut untuk berkomunikasi secara spontan sehingga mereka terlatih.…”

Section: A Pendahuluanunclassified

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Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik

Humaira

Syihabuddin²,

Damaianti³

et al. 2022

Diglosia

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This study aimed to study the effect of drama-based language teaching on students' presentation skills in college. This study used a quasi-experimental method by dividing two groups of participants, namely experimental and control. The samples involved in this study were 100 students from semester 5, divided into 2 groups with the composition of each group of 50 students. The experimental group received a drama-based teaching intervention and was assigned to perform live drama at the end of the semester, while the control group did not. The research results show that drama-based language teaching contributes significantly to students' presentation skills. The improvement in presentation skills is seen in the presentation aspect, namely organization, adaptability, and presentation content. It can be concluded that the intervention of language teaching through drama can improve students' oral language skills or presentation skills. This study implies that in supporting academic activities, students' speaking skills can use drama as an alternative, especially for students who take language studies programs.

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Section: A Pendahuluanunclassified

Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik

Humaira

Syihabuddin²,

Damaianti³

et al. 2022

Diglosia

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“…This drama is an alternative for teachers in improving oral language skills. Several previous studies that raised drama include teaching drama by presenting original audiences in improving students' writing skills because the ability to produce words, sentences and organise ideas in drama performances is highly trained, and students are also more confident in writing (Schenker, 2020;Thibault, 2020). In addition, teaching language through drama can also increase the ability to think, speak and improvise using sentences.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of drama-based language teaching in improving students' oral language skills: Longitudinal studies

Humaira

Syihabuddin²,

Damaianti³

et al. 2022

CJES

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This study aims to examine the effectiveness of drama-based language teaching on oral language skills, namely the presentation skills of students in college. The research method used is a quasi-experimental method by dividing the participants into two groups. The research participants consisted of 160 students taken from the college level. Participants were divided into two groups with a composition of 80 experimental groups and 80 control groups. The results showed that the presentation skills of the experimental group showed a significant improvement after participating in the drama performance. The improvement in presentation skills occurs in three aspects, namely the structure of the presentation, adaptation to the audience and the quality of the presentation content. So, it can be concluded that this drama-based language teaching can encourage and practice speaking skills in real terms so that it has an impact on students' presentation skills. The implication of this research is that drama can be used as an alternative assignment in order to improve students' presentation skills. Keywords: Oral language skills, presentation skills, language teaching, drama

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Interrupting the cognitive empire: keynote drama as cultural justice

Phipps

Sitholé

2022

Language and Intercultural Communication

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Theatre of the Oppressed in French as a second language

Cited by 3 publications

References 12 publications

Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik

Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik

The effectiveness of drama-based language teaching in improving students' oral language skills: Longitudinal studies

Interrupting the cognitive empire: keynote drama as cultural justice

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