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experience to students in order to reduce their boredom and to motivate their enthusiasm in the learning process.
There were four sessions implemented by the writer, namely: 1 Opening; 2 Getting Ready, which included non-verbal warming-up activity: “mirror
hands”, non-verbal cooling-down activity: “breathing”, and group formation activity: “mix and mingle”; 3 Working frominto scenarios and scripts, which
included one-word dialogues and dialogue interpretation; and 4 Role Play.
a. Opening
The opening was meant to encourage students to go through the teaching and learning process of the day. A little conversation with students to build their
enthusiasm happened. Besides, the students were also dragged into a clue, which informed that they were going to have a fun and different experience of learning
English conversation. This part could be significance since it was the start to initiate building their learning motivation.
b. Getting Ready
Before going to the main activity, the students were asked to be getting ready by doing some preparation. There were three activities in this session.
1 Non-Verbal Warming Up Activity Mirror Hands
The activity of mirror hands aimed to develop concentration and anticipation of what partner would do next. Students were asked to be in pairs
while doing this activity. Mirror Hands activity required students’ focus and concentration so they could perform this activity as what they were expected to. It
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took more or less 5-10 minutes in doing this activity. By doing mirror hands activity as warming-up, students practiced and dragged their concentration to do
the next activity. Below were the procedures of how the “mirror hands” activity was
supposed to do: a Students stood in pairs facing each other with their hands raised to shoulder
height, palms facing outward, and as close to their partner’s hands as possible without actually touching.
b One student was the ‘leader’ and began to move both hands in a plane, i.e. always keeping the palms facing toward the partner’s hands. The partner had
to try to follow the movements as accurately as possible, as if in a mirror. c After a few minutes, the other partner changed to take the role of ‘leader’.
2 Non-Verbal Cooling Down Activity Breathing
After the warming-up session, the students were asked to do non-verbal cooling-down activity. In drama, breathing is one of the most important elements.
Before going to the main activity, which was doing a role-play, the activity of breathing was done. This activity aimed to help students controlling their
breathing and to develop concentration and a sense of being calm. It took five minutes of the whole allocation time.
Here are the procedures for doing the activity of breathing: a Students found a space to stand in, and then stood with their eyes closed.
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b On teacher’s word, students breathed in deeply, then, released the breath slowly and evenly.
c Students continued to do this for ten breaths. Each time, they should hold the air longer before releasing it. They should also try to release the air more
slowly each time. Teacher helped them by counting aloud for them: In – two, three, four. Hold – two, three, four. Out – two, three, four; In – two, three,
four, five, etc. d Students were asked to say a given note Aaaaah, Uuuuu, Oooooh, etc. as
they exhaled. It was repeated several times.
3 Group Formation activity Mix and Mingle
The next activity to go was called “mix and mingle”. It was a means to form more or less random groups. It was done so, because sometimes students
like to be always with friends they feel comfortable with or with friends they like to be with. To have another variation in making a learning group in class, the
students were arranged to mix and mingle with others. For doing this activity, the time was allocated for about five minutes.
The procedures to do “mix and mingle” activity are as follows: a Teacher played some music, if had any. Because there was no music, on
teacher’s word, students were given instructions. Students simply walked around the space freely.
b When teacher gave the word, or when the music stopped, each student took the hand of the person nearest to him or her.
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c The pairs then stayed together as the writer started another activity. Accomplishing all the activities previously, the writer delivered a question
to lead the students to contribute a clue. The writer asked them to think and identify what they were going to do, considering the previous activities. The
writer led the way they thought by providing clue, to make them getting the connection between the previous activities with the grant topic of the day. Before
going to the next activities, the writer offered a single question directed to the entire students in the classroom. After the writer got the grant topic the day, which
was drama, from the students, the writer delivered a question about the elements or aspects related to drama. Each student was given the opportunity to answer one
by one. Being forced or not, the students were encouraged to participate actively in class. The writer did this way because from the all students in that class, only
few students who had encouragement and self-confidence to actively contribute their thinking out loud.
c. Working frominto scenarios and scripts 1 One-Word Dialogues
