character that they played. This way will gain the confidence of the students to speak in front of public. It can improve their ability in speaking.
Drama is applied to classroom activities where the focus is on the doing rather than on the presentation, and it is different from the theatre. Theatre concern more
with presentation. The students have the oppurtunity to experiment with the language they have learnt, and the teacher has a chance to see how each person operates in a
relatively unguided piece of interaction. According to Doughill 1987 there are five actvities of drama in the classroom, they are :
1. Warm-up exercises
Doughill 1987:9 states the aim of this activity is to foster a climate of trust, awareness and group cohesion in which creative collaboration can take place.
Sometimes it is also called “ensemble building exercises”. This activity helps the students to focus their minds so they are ready to start the lesson. Warm-up exercises
can be used at the beginning of the lesson. Here the three different types of warm-up exercises Doughill:1987:10 :
a. Introductory warm-up exercises.
The purpose is to break down barriers and to bond participations, so that the student shares the same fun experience.
b. Verbal and vocal warm-up exercises
This activity is particularly useful for steering students’ minds away from their native language towards the target language. This activity is used to
practice the students’ pronunciation. c.
Trust and sensitivity exercises. This activity helps to foster such group togetherness. The students can
build a good relationship each other through this activity.
2. Mime
Mime helps the students to build up their confidence by encouraging them doing things in front of the class. Mime develops the students’ power of imagination. It help
the students comfortable with their idea so they can show up their confidence in front
of the class. According to Doughill 1987:13 Mime is a non-verbal representation of an idea or story through gesture, bodily movement and expression. Doughill
1987:15 added although no language is used during mime, it can be spur to l
anguage use where there is the need for explanation, both in terms of the teacher’s instructions and students’ discussion if the mime involves pair or group work.
3. Role Play
This is probably the term most language teachers are familiar with. It describes a type of activity in which the students are given fairly controlled scenarios
or cuecards to interpret. It fits if the definitions of drama, but it has connotations of a more controlled situation in which the students generally interact in pairs or small
groups. Doughill 1987:17 states, the main benefit of role play from the point of view
of language teaching is enable a flow of language to be produced that might be otherwise difficult of impossible to create. Livingstone in Doughill 1987:17 says:
by simulating reality role plays allow students to prepare and practise for possible future situations.
4. Improvisation
