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Makale Özeti:
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In the recent studies we can see that most of the
teachers are trying to be innovative and creative in teaching practices, and one of the strategies that was mostly experimented was role play strategy. They were using this role play strategy to not only experiment the student’s behaviour, performances, and social life in general but also to look at teachers’ performances, capabilities and on how to
improve their teaching skills. Many students still find difficulties in understanding the course just by learning it in a traditional way, which means like memorizing, reading, and using just texts to understand. Especially in drama studies, students will mostly need to come out of their shell to
express their skills and talents. Students also will need to take on another role or pretend to be somebody they are not and act out their true feelings. The aim of this study is to evaluate
the effectiveness of thespianism (drama) skill to students’ performances in drama class for year 3. A quasi experimental was carried out and a pre-test and post-test was used to two different groups. The sample of the reflective feature of role play teaching strategy is Year 3 Drama students in Eaton International School in Jade Hills. Two classes were taken for sampling, the first class as for the
‘experimental group’ and the other class is for the ‘control group’. Each drama classes that were chosen contains 20 students. The total students from the two drama classes are about 40 students. During the application session, the role play strategy was used for the experimental group and traditional way of teaching for the control group. The analysis of data then gathered by the teacher. According to the post test results can be seen that using the role play
strategy which is the techniques of thespianism skills has a great positive impact on students’ performances in drama test.
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