Encouraging Students' Involvement in Drama Performance

摘要

This study explores the implementation of various strategies to encourage students' involvement in drama performance. The present study employed a case study by observing the teachers' and students' process of drama preparation and performance. Teachers' and students' interview were also conducted to collect the data of their responses toward the strategies. In addition, students' journals were analyzed to support the data. The findings show that there were at least three strategies implemented in encouraging students to take part in drama performance actively: character award, collaborating classes to perform a story, and drama posters. The findings also show that the teachers and students gave various responses toward the strategies. From the responses, the benefits and shortcomings of each strategy are also revealed. Collaborating classes in regular rehearsal, for instance, encouraged the students to have a good preparation for the performance since other classes watched their performance from the beginning. Accordingly, the students competed to show a better progress. Furthermore, the findings uncover what seems to be lacking in the implemented strategies such as the absence of detailed indicators in assessing students' performance and attitude during the process of drama preparation. The results of this study imply that to get the optimal advantage of those strategies, the teachers need to have a more detailed preparation, a better time management, and consistency in their implementation.