2.1.2 Play Performance
Actually, Performance is related to the term of “the theatre”. However, the term of “the theatre” itself is still very broad.
The theatre can comfortably include a three ring circus, light shows, Hamlet at The Public Theatre, or a rock show. So, the theatre will be a wide area of human
experience, to be sure, but one that is firmly supported on three points: performance
including such performance elements as plays, scripts, directions and so on; performers; and audience Cameron and Hoffman, 1974:4.
Moreover, according to Cameron and Hoffman in their book A Guide to Theatre Study
1974 : 4, in the Play Performance there is an interaction among the performance, performers, and audience, a form of communication. They said
that in the modern sense, communication refers to a great deal more than transmission of verbal messages. They have stated that play performance is the
act of performing a certain topic that typically features a live presentation to an audience or onlookers on the stage.
Harymawaan in his book Dramaturgi 1988: 1-2 stated play as a conflict story of human being in a form of dialog projected on the stage performance using
conversation and action in front of audiences. Moreover, Adjib in his book Pengantar Bermain Drama
1985: 1-3 also stated that drama or play is not an individual art but collective art which needs commitment to cooperate with lots of
people having different skills. It is also supported by Soemanto’s statement. According to Soemanto in his book Jagat Teater 2001: 3, play is a kind of art
told a story through the actors’ conversation and action.
2.1.3 Project-Based Learning
In addition, actually Play Performance was also related to project-based learning. Here, the ELESP students are expected to learn how to work and
cooperate with others. They would interact with others and learn how to achieve a goal together as a member of group in the end of course. In addition, they should
perform a play performance in front of audiences. In its process, the readers could see that Play Performance course implemented project-based learning in its
learning teaching activity. There were many kinds of activities, which are expected to improve students’ skills, such as discussion in a group, role plays,
physical exercises, vocal exercises, and acting. To understand project-based learning and the reason why the researcher stated that ELESP also implemented
this approach on Play Performance course clearer, the following quotation capture some of the principal characteristics of the project-based learning:
Projects are multi-skill activities focusing on topics or themes rather than on specific language targets….Because specific language aims are not
prescribed, and because students concentrate their efforts and attention on reaching an agreed goal, project work provides students with opportunities
to recycle known languages and skills in a relatively natural context. Haines, 1989: 1
Moreover, in its process, the ELESP students also have significant roles whether their play performance would run well or unwell and their “product”
would be seen in the end of course. On the other hand, their efforts in its process would also influence the product because when they performed a play
performance in the end of course, they should collaborate with others, not only with their own group but also another group. They should make a good decision,
be disciplined, and be responsible when play performance was going on, for example: how to decide whether it has already been black out or not, how to reset
the setting of place, or how to set an appropriate light.
Project work is student-centered and driven by the need to create and end product. However, it is the route to achieving this end-product brings that
makes project work so worthwhile. The route to the end-product brings opportunities for students to develop their confidence and independence
and to work together in a real-world environment by collaborating a task. FriedBooth, 2002:6
Stoller as quoted from Project-Based Second and Foreign Language Education 2006: 24 also stated that project-based learning should a have a process and
product orientation; b be defined, at least in part, by students, to encourage student ownership in the project; c extend over a period of time rather than a
single class session; d encourage the natural integration of skills; e make a dual commitment to language and content learning; f oblige students to work in
groups and on their own; g require students to take some responsibility for their own learning through the gathering, processing, and reporting of information from
target language resources; h require teachers and students to assume new roles and responsibilities; i result in a tangible final product; and j conclude with
student reflections on both the process and product. Based on the theory of project-based learning stated above, the readers
could see that ELESP also implemented this learning approach to the Play Performance course. The ELESP students joining Play Performance course should
concentrate their efforts and attention on reaching an agreed goal, which was final Play Performance in the end of course. Moreover, Play Performance course also
provided the students with opportunities to implement their language and skills in a relatively natural context. Stoller 1997:3 also stated that project work is a
versatile vehicle for fully integrated language and content learning. It means hopefully by joining and experiencing a process of learning teaching activities in
Play Performance class, ELESP students could gain values or possible contributions from Play Performance course. Hedge 2000: 364 also added that
project work
encourages imagination
and creativity,
self-discipline and
responsibility, collaboration, research and study skills, and cross-curricular work through exploitation of knowledge gained in other subjects.
Therefore, this research has purpose to identify the possible contributions of Play Performance course for the ELESP students as English teacher candidates. It
was supported by Stoller’s statement on the previous paragraph that project-based learning should oblige students work in groups and on their own, require students
to take some responsibility for their own learning through the gathering, processing, and reporting of information from target language resources,
encourage students ownership in the project, and conclude with students reflections on both the process and product. Stoller 2006 also strengthened her
statement above by providing the positive outcomes of project-based learning. She stated that project-based learning has improved the intensity of students’
motivation, involvement, engagement, participation, and enjoyment. In addition, project based learning is also said to inspire creativity and improve not only
students’ social, cooperative, and collaborative skills, but also comfort using the language. Finally, the project work results in improved decision-making abilities,
analytical and critical thinking skills, and problem solving. As a result, project-based learning has positive effects on students’
motivation, language skills, social, cooperative, and collaborative skills, self- confidence, and decision-making abilities. Based on the theory above, there are
two main parts of the outcomes of project-based learning. The first one is those related to language skills and the second one is those related to soft skills.
Therefore, in this research, the possible contributions of Play Performance course for the ELESP students as English teacher candidates were divided into two parts.
The first on is those related to English skills and the second one is those related to soft skills.
2.1.4 Cooperative Language Learning
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