Theatrical Play Implementation to Provide Authentic Learning Experience
DOI:
https://doi.org/10.55606/jcsr-politama.v4i4.6548Keywords:
Authentic Learning, Implementation, Language Skills, Qualitative Case Study, Theatrical PlayAbstract
This study aimed to find (i) how theatrical play was implemented in SMPN 1 Lewolema East Flores, and (ii) how it facilitated authentic language learning. This is qualitative case study involving the students and a teacher of SMPN 1 Lewolema East Flores. Field notes, a video recorder, a teaching journal, and an interview were used to collect the data. The finding showed that (i) theatrical play in the form of short movie production was well implemented by using its teaching syntax; pre-production, production, and post-production. Furthermore, (ii) it could promote authentic language learning based on elements of authentic learning situation; (1) real world relevance, (2) ill-defined nature of the learning task, (3) incorporation into the activity of several complex tasks, (4) opportunity to collaborate, (5) assessment which was seamlessly integrated with the task, (6) polished product outcome activity, and (7) possible diversity of outcomes. Theatrical play also facilitated four language skills within varied activities. This study suggests to conducting an experimental study to see the effectiveness of theatrical play in language learning.
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