A.

INTRODUCTION

The process of teaching and learning is the most commont

element in the language classroom. In the classroom students do their

educational activity. Their also do another activity like a playing and

socialization with her friends. The process teaching and learning almost

occur in the classroom. To make the learning process in class became

enjoyed, there are several methods of teaching to do. Not only by using

an interesting method, but can use teaching materials preferred by the

students.

Literary works to be studied (a curriculum for Literature) and the

modelof a pedagogy for teaching literature. It was a pedagogy of

professorial lecture combined with student recitation, that is each student

in turn translating a given passage. In classics classes the translation

was literal (Greek and Latin words rendered into English words); in later

literature classes taught in the vernacular the translation became

‘interpretation’, but often of a literal sort based on word-by-word to

establish to the teacher’ssatisfaction that the student ‘got’ the meaning of

the passage.

A literature study is a study in which you read selected text, such

as a novel, short story, or poem and basically write a paper about it.

Sometimes it deals with only one piece of literature but it can also deal

with two or more. In this case, many times a writer will compare two or

more pieces of literature andcompare/contrast them. This research

should include your own thoughts and feelings regarding the literature. It
is also important to include what other people have said about the

particular text. Research should always include your own thoughts but

include what others have found about the topic as well. This reinforces

what you have discovered. Empirical research is research that is done

through experimentation and observation. It is more "hands on" and

scientific in nature. You draw conclusions based on actual observations

that you have found within your data.

B. THEORETICAL REVIEW

Teaching is the process of carrying out the activities in getting

students to learn. Teaching becomes a process of assisting performance,

rather than controlling and testing. Teaching can be defined as showing

or helping someone or helping someone to learn how to do something,

providing the knowledge, to know or understand. Teaching is the process

of transferring the information to the object or the learners, in the learning

process at school it is also the activity that the teacher is explained

or presented the material to the students and the students are given

attention to the explanation of teacher and there are an interaction during

the learning process. While, teaching speaking is the process of making

students to produce or practice the target and express it orally, actually,

the material from the teacher to the students must be appropriated with

the syllabus of the certain school, in order that the students are able to
absorb it and they will be able to communicate by using the target

language (English) orally1.

Deciding how close to the students should be when you work

with them is a metter of appropriacy. So is the general way in which

teachers sit or stand in classroom. Many teachers create an extremely

friendly atmosphere by crouchhing down when they work with students

pairs. In this way, they are at the same level as their seated students.

Most successful teachers move around the classroom some extend. That

way can retain their students interest. This theory it can be approched to

using distinctive plays to compare how the students can identify literary

focuses on whole play in learning preocess. In language teaching

methods have reflected recognition of changes in the kind of profiency

learners need2, such as move toward watching a movie and analysis the

literary to make student brave speaks in front of the class using plays.

1. Definiton of Plays

A play is a literary device in which an additional play is

performed during the performance of the main play. Experts agree that

the device is generally used to highlight important themes or ideas of the

main play.

2. Adventages of plays

The adventages of learning language used plays is the student

can develope studying the dialogue of a play provides students with a

1
Jeremy Harmer. How to Teach English. (England: Longman. 2007), 34.
2
Jack C Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching
second edition. (United State of America: Cambridge University Press. 2001), 3
meaningful context for acquiring and memorising new language.

Students often pick up new phrases or formula expressions by

studying how these are used by the characters in a play, particularly if

the text is read or performed in class. And there are other advantages

in asking students to act out or perform a play, or extracts from a play.

Getting students to work together on a mini-production of a play, or

simply to read an extract from a play aloud in class, is an excellent

way of creating cohesion and cooperation in a group. A strong sense

of involvement is fostered which helps to motivate students and

encourages them to learn through active participation.

C. DISCUSSION

4. Why use plays in the language learning classroom?

Use plays in the language leraning clasroom it is for make the

students confidence when they oral skills, to know about new

language and good pronounciation, make sure the gesture and

have enjoyed the language learning clasroom, because this

method is students centre learning, the students not be borred to

learn. The importants use plays in the language learning that

effective oral communication requires the ability to use the

language appropriately in social interactions that involves not only

verbal communication but also paralinguistic elements of speech

such as pitch, stress, and intonation. Moreover, nonlinguistic

elements such as gestures, body language, and expressions are

needed in conveying messages directly without any

accompanying speech. According Brown states that social contact

in interactive language functions is a key importance and in which

it is not what you say that counts but how you say it what you

convey with body language, gestures, eye contact, physical

distance and other nonverbal messages.

5. Using play extracts to think about language in

conversation
Activities in language lessons that were driven by conversation

were analysed using classroom discourse techniques.

Opportunities for language learning through the language

emerging from these activities were identified, and a type of talk

was specified in which learners were engaged more in exploring

issues and possibilities, and less in transacting information and

opinions. This study demonstrates the importance of teachers

being aware of the types of talk occurring in their lessons, which

they should be strategically managing. It provides teachers with a

platform from which they can begin to analyse the talk in their own

classrooms.

Teaching materials are presumed to hinder such communication

and take the focus away from learner language. Based on the

overriding aim of foregrounding the language created by the

learners during meaningful communicative exchanges, a Dogme

‘syllabus’ is more about this ‘emergent language’ and less about

the content of coursebooks and other materials. Language learning

episodes are claimed to have their beginnings in these social

interactions, where there is a perceived or noticed need to develop

the repertoire of a learner’s functional language conversation.

By conversation, yet natural conversation is not usually possible in

the classroom, what kind of talk could best support its aims? Is it

the talk of the strong communicative language teaching (CLT)

syllabus, with the premise that you learn by doing: learners talk to

learn rather than learn to talk? Certainly, many accounts of lessons

and actual lesson plans available on teachers’ blogs suggest this is

a distinct possibility, at least for parts of lessons. Yet given what

we know about language teacher cognition, it is naïve to suggest

that picking and mixing from a list of methods and approaches

really drives classroom planning decisions, especially those

focused on discourse patterns; rather, it is far wiser to

acknowledge the teacher’s own knowledge and beliefs about what

constitutes good teaching and learning practices, and the impact of

these on learners in classrooms. Thus, challenging teachers’

claims that conversation-driven lessons result in superior language

learning, while at the same time providing them with a strategy for

investigating their own implementation of such teaching, will

hopefully result in greater theorizing about their teaching and more

informed talk about talk in the classroom. Using play extracts

should be taught in attractive and communicative activities. They

 are acting from script,communication games, discussion, prepared

talks, questionnaires, simulation, and role play.

6. Using play extracts to improve students' oral skills

In their discussion on the nature of spoken language,

according Brown and Yule in Nunan3 distinguish spoken language

from written language. They point out that for most of its history.

The teaching of language has not been concerned with spoken

language teaching. This language comprises short, often

fragmentary utterances, in pronunciation range.

On the contrary, written language is characterized by well-

formed sentences which are integrated into highly structured

paragraphs. Brown and Yule in Nunan (1989) also differentiate

between two basic language functions, i.e. the transactional and

the interactional functions. The former basically concerns the

transfer of information. According to Nunan (1989: 32) successful

oral communication involves:

a) The ability to articulate phonological features of the

language comprehensibly.

b) Mastery of stress, rhythm, intonation patterns.

c) An acceptable degree of fluency.

d) Transactional and interpersonal skills.

e) Skills in taking short and long speaking turns.

3
David Nunan, Research Methods in Language Learning. (United States of America : Cambridge
University Press.1989),27.
 f) Skills in the management of interaction.

g) Skills in negotiating meaning.

h) Conversational listening skills (successful conversations

require good listeners

i) As well as good speakers.

j) Skills in knowing about and negotiating purposes for

conversations.

k) Using appropriate conversational formulae and fillers.

REFERENCES

Harmer, Jeremy. (2007). How to Teach English. England: Longman

Lazard, Gillian. (2009). Literature and Language Teaching. United

States of America : Cambridge University Press

Nunan, David. (1989). Research Methods in Language Learning.

United States of America : Cambridge University Press

Richards J, Rodgers Theodore. (2001). Approaches and Methods in

Language Teaching second edition. United State of America:
Cambridge University Press