SOCIODRAMA

TITLE PURPOSE/OBJECTIVE METHODOLOGY FINDINGS

This research type is Result of research indicates that the
1. A Drama Theoretical benefit are: (1) to add knowledge Research and Development lecturers in private universities in
Textbook with about target language in foreign language with the steps of: (1) need study program of language education
Sociodrama study; (2) to add knowledge about the analysis; (2) library studies, need complete drama textbook very
Method: background of culture from other country exploration, and compilation much and it can fulfill the
Research and which has target language in foreign language of preliminary draft or requirements of knowledge and has
Development in study; (3) to comprehend the linguistic pattern prototype; (3) expert staging guidance of drama. After
Linguistic in target language in a certain range of time as judgment, preliminary field conducting a survey, it can be found
Education Study according to the age of written script; (4) to testing, and main field that textbook situation for teaching
Program in add the sensitivity of aesthetic feeling in the testing; and (4) textbook learning drama in class is not
Central Java dialogue; (5) to train the understanding to effectiveness testing adequate and the lecturers together
others character, either in physical, psychical, (experimentation). agree if there is a good textbook. In
https://pdfs.semanticsch or sociology. If a drama script which is studied consequence, then there is compiled
olar.org/32fd/cbdef485b by the students and supported by the depth of preliminary draft or prototype of
4ad45d30e398106ecc68 the theory which is owned by students, then the drama textbook which is compiled
b5ac818.pdf 2013 benefit of teaching drama will be able to be with sociodrama method which all at
reached (Warnadi, 1982: 15). Practical benefit once gives staging guidance of
from teaching drama is: (1) fluent oral drama. The preliminary draft or
speaking in the language which is studied by prototype is developed through three
the students through the drama; (2) rapidly phases, those are expert judgment,
comprehend, deepen, and are able to play the preliminary field testing, and main
part of figure character contained in drama field testing. The phases complete
script; (3) in daily life, the ability of and improve the preliminary draft or
comprehending and feeling to others’ character prototype and it is received by
are important ability as the condition in stakeholders.
deification of someone; (4) students are
accustomed working in team and their success
is determined together in the one team
(Wardani, 1982:17).
 This article reports on the development, Pre- and post-surveys were Over 41% of students reported not
production, and evaluation of an innovative administered to test consuming alcohol the last time they
2. A sociodrama: sociodrama addressing college drinking mental commitment to use harm partied or socialized yet reported only
an innovative health professionals caring for students who drink reduction techniques, assess 3.8% of their students colleagues did
at levels that cause negative consequences can the perception of a student's not consume alcohol. Most students
program use techniques addressed in the sociodrama to own drinking pattern to the (94%) reported that drinking five or
engaging college help students self-reflect on their alcohol use. The perception of their fellow more drinks would place them at risk
students to learn goal is to help students make healthy choices to student colleague drinking, as opposed to estimating that the same
decrease the negative consequences as a result assess the student use of amount would put fewer students at
and self-reflect of drinking. A script for the sociodrama was resources, and assess the risk (75%). Students significantly
about alcohol use developed and five students acted out the effectiveness of the sociodrama increased their commitment to use
sociodrama. A facilitator engaged the audience of as a means of learning. This harm reduction techniques.
https://www.ncbi college students, at scripted pauses, during the research was Institutional
production to reflect on the scenes presented. The Review Board approved.
.nlm.nih.gov/pub purpose of the sociodrama is to foster a
med/21810131 discussion, to aid in student understanding
august 24, 2011 concerning college drinking, to have students
consider and commit to use harm reduction
techniques, to access resources, and to correct
misperceptions about drinking. The sociodrama
format can help address communication
challenges, problem solving, and self-awareness.
The study was comprised of 45 The results that referred only to the
Thematic Sociodrama: a This paper aims specifically to those interested in teenagers, ages 13 to 16. The investigated theme were analyzed and
research procedure developing research using Thematic Sociodrama. teens were divided into four discussed within the aspects of how the
Thematic Sociodrama used as a research groups (two groups of first research problem was formulated
http://pepsic.bvsalud.org/ procedure is a rich instrument for researchers of marriage offspring and two of (TOLOI, SOUZA; 2009). However, family
pdf/psicodrama/v23n1/en diverse scientific backgrounds and approaches to divorced/separated/second relationship dynamics and the
_n1a03.pdf the social sciences. Our intent is to show a marriage offspring) of students subtleties of the aspects considered
JANUARY 23, 2015 procedure capable of sustaining research with of a private teaching institution meaningful for a broad analysis were
relational themes. Thus, we will now present in the city of São Paulo, Brazil. gathered from the Thematic
considerations on Jacob Levy Moreno´s The dramatized scenes were Sociodrama which would be harder to
Sociodrama. recorded and had the know from other procedures such as
participation of audio interviews, questionnaires or surveys.
specialists. The dramatic work
happened in five stages: non-
specific warm-up, specific
warm-up, dramatization,
sharing and inquiry. The “Non-
Specific Warm-Up” was used in
preparing the group for the
work. The proposal was
discussed with the group, all
doubts were cleared and the
work period established. In the
“Specific Warm-Up”, the group
was prepared for dealing with
the research theme and so the
work should begin. Each
participant wrote individually in
a sheet of paper the themes
related to conjugal conflicts.
That done, each group was
divided in two subgroups (“a”
and “b”, with 5 to 6 participants
each) and then participants of
group (“a”) told the other
subgroup participants (“b”) the
themes raised.
 1) Improving teacher confidence for teaching The study involved twelve 1. Students who experience one full
4. The Impact of a science; teachers who agreed to semester of science in grades six
Science/Technology/So 2) Changing the focus of teachers making their collect Pre and post- through nine where student-centered
ciety Teaching teaching assessment information in the STS strategies are used are able to
Approach on Student more congruent with the features of basic five assessment domains for master as many basic science
Learning in Five science; students in one section where concepts as students who focus upon
Domains. 3) Preparing science teachers as leaders who the teacher guided coverage of similar topics in more
can help their own students improve in five instruction, prepared daily teacher-centered situations.
https://www.researchgat domains of learning science. lesson plans, and structured 2. Students in the student-centered
e.net/publication/225628 the STS modules for the 9 STS sections scored significantly
541_The_Impact_of_a_ week grading period, the higher over those in the teacher-
ScienceTechnologySoci semester, and/or the entire centered sections concerning their
ety_Teaching_Approach academic year. One section understanding and use of science
_on_Student_Learning_i was established as the process skills.
n_Five_Domains 23 experimental one where the 3. Students use and improve
May 2010 STS teaching consistently regarding more student creativity
focused on student-centered skills in student-centered STS
teaching and learning sections when compared to students
methods. in teacher-centered sections when
taught by the same teacher.
4. Students who experience a full
semester of science in grades six
through nine where student-centered
STS strategies are used improve
significantly in the development of
more positive attitudes toward
science than the students in teacher-
centered sections. This includes
attitudes toward science classes,
teachers, and possible career choices.
5. Students who experience a full
semester of science in grades six
through nine where student-centered
STS strategies have been used are
able to apply basic science concepts
to new situations significantly better
than students who study science with
a teacher-centered approach.