Learning texts by creating drama performances aims to increase students' understanding of narrative text material and provide
experiences that feed into learning.
Archipelago Educators Meeting XIII
Select Language
Learning Narrative Texts through Drama Performances “English Literature Fest”
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
early
Narrative text is a material in English learning that has a very large portion.
Every grade level will definitely study narrative texts. As an English teacher, I hope that by learning Narrative Text, students will have a high interest in reading and be able to understand social functions, structure, linguistic elements and meaning or moral values of the Narrative Text they read.
Challenge
So far, I have taught by only giving questions that require students to read in the hope that students will understand the narrative story. In reality, the students I teach seem reluctant and lack enthusiasm in learning. They looked passive and not interested in reading the Narrative Text that I provided.
So that students become enthusiastic in learning narrative texts and interested in reading narrative stories, I
took the initiative to create a drama performance called”English Literature Fest” which students
Groups choose a narrative text and then stage it in the form of a language drama
English.
Action
Steps 1:Choose appropriate and liked narrative stories
Each group chooses a narrative story which is then discussed by all group members. Each student in the group reads and understands in depth the plot of the story, social function, structure and linguistic elements of the selected narrative story. Each group discusses determining the role of each member (Narrator, Cast and production department).
Steps 2:Carrying out Reading Activities
Reading activities have begun to involve all group members and the narrative text is developed in the form of dialogue. Each student who served as a Player or Narrator worked together to create a dialogue and then repeatedly started reading the dialogue that had been composed. Each group member also helps each other in correctly pronouncing each word in the dialogue . This activity was carried out several times.
Steps 3: Starting Drama Practice
Doing exercises in the form of a performance and each player has started to memorize their own lines. All activities in this flow are carried out during English class hours and are accompanied directly by the teacher.
Steps 4:Preparing the Performance
I approached the English Conversation Club (ECC) who is an English extracurricular at our school to be on the committee for a performance activity called the English Literature Fest. This is intended so that the performance runs smoothly because the number of drama groups is quite large, so a solid committee is needed.
Steps 5:Drama Performance Performed
The drama performance was held from morning to evening, attended by fifteen groups consisting of five classes from class XI. Each group stages their drama in turn with appropriate props. I also involved class X students as spectators of the drama performance. The performance was very lively and the enthusiasm of the players and audience was very great.
Learning / Reflection on Results and Impact
Learning Narrative Text becomes Interesting and Meaningful
The drama performance activities went as expected and received good appreciation
from the school community and will become an annual agenda to increase students' interest in language
England in general and a place for creativity for students in particular. This activity becomes a strategy
learning that can improve students' understanding of narrative text material and provide
experiences that feed into learning.
After this activity many students gave
comments about how they were greatly challenged and became enthusiastic about learning the text
narrative. They are able to understand the content of the Narrative story they make in the form of a Drama more easily and deeply. Many drama groups even prepare costumes and props
The performance was very complete beyond our expectations as coaching teachers.
Curator Note
[custom_field field="Note_kurator"]
Learning Narrative Texts through Drama Performances “English Literature Fest”
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Learning texts by creating drama performances aims to increase students' understanding of narrative text material and provide
experiences that feed into learning.
Good practice elaboration
early
Narrative text is a material in English learning that has a very large portion.
Every grade level will definitely study narrative texts. As an English teacher, I hope that by learning Narrative Text, students will have a high interest in reading and be able to understand social functions, structure, linguistic elements and meaning or moral values of the Narrative Text they read.
Challenge
So far, I have taught by only giving questions that require students to read in the hope that students will understand the narrative story. In reality, the students I teach seem reluctant and lack enthusiasm in learning. They looked passive and not interested in reading the Narrative Text that I provided.
So that students become enthusiastic in learning narrative texts and interested in reading narrative stories, I
took the initiative to create a drama performance called”English Literature Fest” which students
Groups choose a narrative text and then stage it in the form of a language drama
English.
Action
Steps 1:Choose appropriate and liked narrative stories
Each group chooses a narrative story which is then discussed by all group members. Each student in the group reads and understands in depth the plot of the story, social function, structure and linguistic elements of the selected narrative story. Each group discusses determining the role of each member (Narrator, Cast and production department).
Steps 2:Carrying out Reading Activities
Reading activities have begun to involve all group members and the narrative text is developed in the form of dialogue. Each student who served as a Player or Narrator worked together to create a dialogue and then repeatedly started reading the dialogue that had been composed. Each group member also helps each other in correctly pronouncing each word in the dialogue . This activity was carried out several times.
Steps 3: Starting Drama Practice
Doing exercises in the form of a performance and each player has started to memorize their own lines. All activities in this flow are carried out during English class hours and are accompanied directly by the teacher.
Steps 4:Preparing the Performance
I approached the English Conversation Club (ECC) who is an English extracurricular at our school to be on the committee for a performance activity called the English Literature Fest. This is intended so that the performance runs smoothly because the number of drama groups is quite large, so a solid committee is needed.
Steps 5:Drama Performance Performed
The drama performance was held from morning to evening, attended by fifteen groups consisting of five classes from class XI. Each group stages their drama in turn with appropriate props. I also involved class X students as spectators of the drama performance. The performance was very lively and the enthusiasm of the players and audience was very great.
Learning / Reflection on Results and Impact
Learning Narrative Text becomes Interesting and Meaningful
The drama performance activities went as expected and received good appreciation
from the school community and will become an annual agenda to increase students' interest in language
England in general and a place for creativity for students in particular. This activity becomes a strategy
learning that can improve students' understanding of narrative text material and provide
experiences that feed into learning.
After this activity many students gave
comments about how they were greatly challenged and became enthusiastic about learning the text
narrative. They are able to understand the content of the Narrative story they make in the form of a Drama more easily and deeply. Many drama groups even prepare costumes and props
The performance was very complete beyond our expectations as coaching teachers.
Curator Note
[custom_field field="Note_kurator"]
Learning Narrative Texts through Drama Performances “English Literature Fest”
Good practice before revised
[Revision_teru]
Good practice elaboration
early
Narrative text is a material in English learning that has a very large portion.
Every grade level will definitely study narrative texts. As an English teacher, I hope that by learning Narrative Text, students will have a high interest in reading and be able to understand social functions, structure, linguistic elements and meaning or moral values of the Narrative Text they read.
Challenge
So far, I have taught by only giving questions that require students to read in the hope that students will understand the narrative story. In reality, the students I teach seem reluctant and lack enthusiasm in learning. They looked passive and not interested in reading the Narrative Text that I provided.
So that students become enthusiastic in learning narrative texts and interested in reading narrative stories, I
took the initiative to create a drama performance called”English Literature Fest” which students
Groups choose a narrative text and then stage it in the form of a language drama
English.
Action
Steps 1:Choose appropriate and liked narrative stories
Each group chooses a narrative story which is then discussed by all group members. Each student in the group reads and understands in depth the plot of the story, social function, structure and linguistic elements of the selected narrative story. Each group discusses determining the role of each member (Narrator, Cast and production department).
Steps 2:Carrying out Reading Activities
Reading activities have begun to involve all group members and the narrative text is developed in the form of dialogue. Each student who served as a Player or Narrator worked together to create a dialogue and then repeatedly started reading the dialogue that had been composed. Each group member also helps each other in correctly pronouncing each word in the dialogue . This activity was carried out several times.
Steps 3: Starting Drama Practice
Doing exercises in the form of a performance and each player has started to memorize their own lines. All activities in this flow are carried out during English class hours and are accompanied directly by the teacher.
Steps 4:Preparing the Performance
I approached the English Conversation Club (ECC) who is an English extracurricular at our school to be on the committee for a performance activity called the English Literature Fest. This is intended so that the performance runs smoothly because the number of drama groups is quite large, so a solid committee is needed.
Steps 5:Drama Performance Performed
The drama performance was held from morning to evening, attended by fifteen groups consisting of five classes from class XI. Each group stages their drama in turn with appropriate props. I also involved class X students as spectators of the drama performance. The performance was very lively and the enthusiasm of the players and audience was very great.
Learning / Reflection on Results and Impact
Learning Narrative Text becomes Interesting and Meaningful
The drama performance activities went as expected and received good appreciation
from the school community and will become an annual agenda to increase students' interest in language
England in general and a place for creativity for students in particular. This activity becomes a strategy
learning that can improve students' understanding of narrative text material and provide
experiences that feed into learning.
After this activity many students gave
comments about how they were greatly challenged and became enthusiastic about learning the text
narrative. They are able to understand the content of the Narrative story they make in the form of a Drama more easily and deeply. Many drama groups even prepare costumes and props
The performance was very complete beyond our expectations as coaching teachers.