A Summary of How to Approach Speaking and Listening Through Drama

Name   : Ainul Miftahil Ulum

Nim     : 171230140

Class    : TBI 6 D

A Summary of How to Approach Speaking and Listening Through Drama

How to Begin with Teacher in Role

Many teachers see (TiR) as a very difficult activity, especially in children who are somewhat older in primary school. However, we have the experience that when a teacher takes a role, he becomes 'attractive' for children, so there is a slight problem in control because they become involved. Many times, we see teachers who are trained with classes of children who struggle to get attention when giving instructions in traditional teacher mode. However, once they move into roles, they get that attention more effectively.

Teacher as storyteller

Teachers as storytellers are something that all elementary school teachers will recognize. A good teacher easily sneaks into it and uses it often. In its most observable guise, it happens when teaching the whole class and involving them with a piece of fiction. Classes can take part in a drama where they all know the story, where no one knows the story, or a mixture of both. The teacher's role is to communicate the text in a way that is lively and interesting, holds their attention and engages their imagination. The relationship between the teacher as storyteller and the teacher uses drama, lies in the fact that they both use the generation of imagined reality to teach.

Preparation for The Role

In preparing for this kind of story, the teacher must have made certain decisions about this child.

Teaching from within Moving in and out of roles - managing the drama and reflecting it

The role as 'teaching from within' because the teacher enters the world of drama, but it is very important to get out of fiction often and not let it run away on its own. When using (TiR), the teacher operates as a regulator as well as the participant and must spend a lot of time stopping the class and moving away from the role to reflect on what is happening and give students the opportunity to think about what they know and what they know.

The requirements of working in roles

The teacher, who does it this way, is an important stimulus for learning. No need to use roles throughout the work. It can be used wisely to focus work on strategic points or to challenge certain aspects of children's perceptions while other techniques and conventions are used as work support and developers.

Disturbing the class productively

Disturbing class productively. Discovery / disclosure - challenges and focus on the function of a teacher is to provide challenges and stimuli, to provide problems and problems that the class must face. This drama is developed through a series of activities that build class roles, which are usually joint roles and must help them into drama, make them comfortable, and then disrupt that comfort productively.

Responding to Your Class

The teacher taught relationship

Teaching in various situations there is a strong relationship between students and teachers. Learners are bound together as a group simply by being learners and, of course, because they are more numerous than teachers, they hold power.

There are five basic types of roles and most of them can be illustrated from drama “The Dream”.

1.      The role of authority, is a role like Duke in the drama 'The Dream', which is faced with Egeus's problems and must overcome them. This figure is the figure who is in charge of an organization and has a class in a lower role than him. That role is fair, applies rules and regulates correctly, but often does not know the full facts and problems and requires the class to investigate and enlighten them. This is very close to being a teacher and can be convincing for the class, but also has the negativity not to change the teacher-teaching relationship enough to allow greater ownership for the class.

2.      The role of the opponent, is a role that is often in authority but dangerous to and / or creates problems for other roles and, by extension, class. Egeus was the role of the opponents who opposed Hermia and therefore against the role of the class, because they sided with him against the dictatorship's treatment of him. This is a position that stimulates many students because parental conflict is something, they all experience. The opponent's role must be used with caution because the response to it can be difficult to handle if it becomes too strong. We must know what responses are expected and can channel them productively.

3.      The role of an intermediary, a messenger or intermediary, as a supporting role used in the drama 'The Dream'. This role is then captured between the opposing parties and can attract empathy in the class to help them get out of trouble. In the 'Dream' it might be a servant for Egeus who sympathizes with Hermia but does not know what is best to do because she cannot tell her employer what she thinks she should do. So, he sought class help to resolve the dilemma.

4.      The role of assistance in need, is a role like Hermia, who needs help to fight the injustices of her father's decision. This role, as explained by the stewards above, is the best way to get empathy from the class and that most enhances class status, placing them in positions of responsibility and thus generating interest and learning possibilities because the teacher is the one who did it. don't know what to do for once.

5.      Ordinary people, this role is in the same position as the role given to the class. We don't have this kind of role in our drama 'The Dream' but Steward in the drama 'Macbeth' is like this. He faced the same problems and dangers as the other servants represented by the class. Even though he is responsible for them, he needs them to solve them and make a decision. Therefore, this is the role of the inferior status, the teacher being a 'person who does not know', a position of ignorance that is very strong which normally cannot be occupied by the teacher. He is strong because he shifts more responsibility to the student's role.