IMPROVING UNIVERSITY STUDENTS' UNDERSTANDING OF LITERARY WORKS VIA A DRAMA ROLE-PLAYING

Abstract

    This research focuses on the pedagogical approach of using drama role-play teaching activities to enhance students' knowledge of literature comprehension. The study aims to 1) assess the impact of role-playing in teaching literature, 2) gauge student satisfaction with learning literary works through dramatic role-playing, and 3) improve students' language abilities through the execution of dramatic role-plays. The target group consists of 24 undergraduate students enrolled in the literature course during the academic year 2023, selected through purposive sampling. Data collection involved questionnaires, tests, and semi-structured interviews, approved by experts. Activities were organized, and non-participant observation was conducted. Data analysis included summarization, description, and the application of descriptive statistics to determine percentages and mean scores. The research findings reveal that: 1) students found inspiration in using literature for language learning and actively engaged in implementing role-playing principles, 2) students expressed high satisfaction levels with reading questions about literary works, indicating proficiency in knowledge, understanding, emotional connection, and the articulation of personal opinions, and 3) the study suggests the need to enhance the ability to select relevant topics, provide clear instructions, foster creativity, integrate vocabulary building, encourage collaborative work, offer constructive feedback, include various roles, and promote reflection and discussion. The research concludes that studying literature through dramatic role-playing can effectively encourage students to comprehend literary works, boost self-confidence, and foster collaboration among students.