Flipped Classroom-Based Materials in Teaching and Learning Drama

Abstract

Introduction

One of the most challenging genres of literature to teach and learn is drama. It shares features of other forms of literature but possesses certain characteristics that make it distinct. However, the instructional period for teaching drama is very limited thus; the intended outcomes cannot be realized. Also, teachers were confronted with the difficulty of motivating their students to participate in class discussions. It is in this context that the researcher was prompted to develop flipped classroom-based materials (FCBMs) in teaching and learning drama.

Methods

This study utilized the research and development (R and D) design using the ADDIE model which are Analysis, Design, Development, Implementation, and Evaluation. Before the development of the FCBMs, a survey was conducted on the strategies currently employed by literature teachers and students' extent of participation in class with those strategies and proposed innovative strategies that can be used in teaching drama.

Results

Employing the flipped classroom theory and the results of the surveys conducted among 15 teachers and 277 Grade 9 students, 12 offline materials composing the FCBMs were developed. The contents and design of the materials were validated by experts in teaching English and ICT respectively, yielding an overall very highly valid rating.

Discussions

To test the effectiveness of the validated FCBMs, they were tried out by the researcher to Grade 9 students of the City of Batac National High School Payao. Their perceptions, responses, and reactions confirmed the effectiveness of the materials in developing literary appreciation. It can be concluded, therefore, that the flipped classroom-based materials in teaching and learning drama are valid and effective that conform to the theory of flipped classroom.