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value beyond this in its capacity to facilitate an environment for language learning p.193.
Improvisation drama is closely linked to the repetition, basic knowledge, and memory of the students. For instance, in this drama, students are given certain
situations to react spontaneously. Thus, this kind of activity can also develop students’ listening and speaking ability, and also the improvisation skills.
c. Hot Seating
According to Evans Thompson 2010, hot seating activity gives children the opportunity to use their imagination and step into the footprints of a
well-known character from a familiar story. They will have some prior knowledge of the character from their previous contact with the story but they can then let
their own ideas take over and the story can develop in a totally original direction. The activity of hot seating can vary each time. The activity like sitting
around and reading the text aloud can affect how loudly students speak, how much eye contact they made, and how confident they appeared. Most importantly,
hot seating drama improves students’ pronunciation in English Brauer, 2002.
d. Puppetry
Puppetry drama can provide opportunity for students to develop personal and workforce skills like team work, sharing, taking turns, negotiating, reaching
compromise, and brain storming. Related to language learning, shadow puppetry can be used to enhance understanding of literature or as a means of demonstrating
what has been learned by students Fontichiaro, p.171. In other words, puppetry
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which is dealing with the moving hands and oral language of students is also a mean to develop idea, knowledge, and speaking skill of the students.
e. Story telling
Based on Fontichiaro 2010, retelling stories through drama calls on students to demonstrate two key skills. One is the ability to understand the
elements of story such as its plot, character, setting, and sequence of events. The second is the ability to demonstrate that understanding through dramatic action
p.31. The dramatic actions are closely linked to the ability to develop students’ creative thinking and creating creative team work.
Related to English learning, Brauer 2002 believes that story telling drama is able to make a text interesting, lively, and memorable. Story telling activity also
provides the opportunity for students to practice pronunciation. Also, the listening activity in story telling drama creates improvement on the other three skills
namely speaking, reading, and writing.
f. Mime
Mime or pantomime refers to acting where there is no sound, only movement. Pantomime is dealing with movement which has the power to
strengthen concentration, focus, and physical expression Fontichiaro, 2010, p.28. Meanwhile, narrative pantomime is a variation of pantomime in which the
participants act out events, without speaking, while the story is told or read aloud by a single narrator Fontichiaro, 2010, p.31.
