Intersecting and Recognizing The Value of Culture Through Local History Drama “Topekkong Agreement”

Muhammad  Syukri; St. Rahmaniah Bahrun

doi:10.47435/jle.v2i01.650

Muhammad Syukri
St. Rahmaniah Bahrun Institut Agama Islam Muhammadiyah Sinjai

DOI: https://doi.org/10.47435/jle.v2i01.650

Keywords: Intersec, Recognize, Value of Culture, Local History, Drama

Abstract

Presenting drama as a tool in the learning process, especially English learning has been advanced. For a local history drama technique, one of them is to use drama. In this study, to increase the students' knowledge of their community, a drama using local history is interesting. The drama will build up learners who are proud of their community. In this case, the analysis shows how students intersect and recognize the importance of culture. Via a questionnaire, I collected the data to understand the interest of students by using the local history drama in the learning process. The element that the study finds is how the students intersect and understand the culture's meaning. The outcome indicates that none of the students state a derogatory comment about the use of techniques for local history drama. Sixty-five (86.67 percent) students were highly involved in the students' range of 66-80 percent. The highest score was 79, categorized as highly interested, and the lowest score was 61, categorized as an interesting group, based on the student scores on the questionnaire (see appendix 6 ). It is proposed that learning English through the use of local history drama could present the understanding of their cultural value as a pride in their life to the students.

Downloads

Download data is not yet available.

References

B. Gorjian, “Dramatic Performance in Teaching Drama in EFL Contexts,” J. Tesl, vol. 13, no. 4, pp. 1–12, 2010.
B. Rasmussen, “The ‘good enough’ drama: reinterpreting constructivist aesthetics and epistemology in drama education,” Journal, vol. 15, no. 4, pp. 529–547, 2010.
B. Edmiston, “Dramatic Inquiry and Anti-Oppressive Teaching,” pp. 105–119, 2012.
B. Edmiston and T. Bigler-McCarthy, "Building Social Justice Communities: Using Drama to Make Power More Visible," Journal, 1977.
B. Edmiston, “Drama as Ethical Education,” Journal, vol. 5, no. 1, pp. 63–84, 2000.
B. Edmiston and A. Mckibben, "Shakespeare, rehearsal approaches, and dramatic inquiry : Literacy education for life,” vol. 45, no. 1, pp. 86–101, 2011.
Brown, H.D. 2001. Teaching By Principles. Second Edition. San Fransisco: San Fransisco State University. Longman. Inc.
Edmiston, Brian. 2013. Transforming teaching and learning with active and dramatic approaches: Engaging students across the curriculum. London: Routledge.
Gay, L.R. 2008. Education Research, Competencies. For Analysis and Application, Second Edition Columbus. Ohio: Charles E, Merril Publishing.
H. D. Brown, Principles Of Language Learning And Teaching, Fifth. Longman, 1941. C. Studies and T. Development, “‘But why do I have to take this class?’ The mandatory drama-ESL class and multiliteracies pedagogy,” vol. 16, no. 4, 2011.
M. Syukri, “Dramatizing Local History ‘Topekkong Agreement’: Its Effects on Stimulating the Students’ English Performance.,” vol. 1, no. 4, pp. 503–518, 2018.
Nigel, Toye. (et. al) 2000. Drama and traditional story for the early years. New York: Longman.
N. Akda and F. Tutkun, "The effect of drama method on achievement level in English teaching : knowledge, comprehension and," 2010.
Piaget, Jean. 1972. The Principle Genetive Epistemology, New York: Basic Book.
P. Davies, “The Use of Drama in English Language Teaching,” vol. 8, no. 1, pp. 87–99, 1990.Twomey Fosnot, CatherineL.1996. Constructivism: Theory. Perspectives, and Practice. New York: Teacher College, Columbia University.