PROBLEMATICS OF TEACHING DRAMA IN RURAL ELEMENTARY SCHOOLS: A PERSPECTIVE FROM MADURA
DOI:
https://doi.org/10.38048/jcm.v1i3.6793Keywords:
drama-based learning, elementary school, Madura, rural schools, teacher perspectivesAbstract
This study examines drama-based literary learning at the elementary school level in rural schools in Madura, focusing on teachers’ perspectives. This research employed a qualitative descriptive approach, collecting data through in-depth interviews with elementary school teachers who integrate drama into English language learning. The data were analyzed thematically to identify patterns related to instructional processes and obstacles faced by teachers. The findings reveal that drama learning is implemented inconsistently and lacks systematic planning. Teachers mainly use methods such as reading and analyzing scripts, role-playing, and limited improvisation. However, several interrelated challenges hinder effective implementation, including limited instructional time, inadequate facilities and learning resources, low teacher confidence and competence in drama pedagogy, and students’ low motivation and anxiety about performing activities. These challenges indicate a gap between the pedagogical potential of drama and its practical realization in rural elementary schools. The study concludes that effective drama-based learning requires contextual and adaptive instructional strategies, professional development programs focused on drama pedagogy, and supportive learning environments that promote psychological safety for students. Future research is recommended to develop practical drama learning models and training programs tailored to rural school contexts.
References
Beyessa, F., & Kenea, A. (2025). Report-driven management accountability in primary school curriculum implementation in Ethiopia: is it driving or diverting teachers’ focus? Ethiopian Journal Of Behavioural Studies. https://doi.org/10.63990/ejobs.v8i1.11661
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychol- ogy. Qualitative. 13(Ii), 166–173.
Bryer, T. (2024). The inclusive dimensions and interpretive possibilities of working in role. Research in Drama Education: The Journal of Applied Theatre and Performance, 29, 675–694. https://doi.org/10.1080/13569783.2023.2299370
Celume, M.-P., Goldstein, T., Besançon, M., & Zenasni, F. (2020). Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior. Europe’s Journal of Psychology, 16, 707–726. https://doi.org/10.5964/ejop.v16i4.2054
Celume, M.-P., & Zenasni, F. (2022). How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy. Estudos de Psicologia (Campinas). https://doi.org/10.1590/1982-0275202239e200015
Chang, B. (2023). Creating the theatrical learning environment in the educational setting. Psychology in the Schools. https://doi.org/10.1002/pits.22876
Chen, L. (2024). Current situation and strategy construction of art teachers’ ability improvement under the guidance of new curriculum standards. Frontiers in Art Research. https://doi.org/10.25236/far.2024.060504
Chen, Z., & Chen, Y. (2025). Research on the Application of Drama Teaching Method in Junior High School English Reading Instruction. Curriculum and Teaching Methodology. https://doi.org/10.23977/curtm.2025.080411
Creswell, J. W., & Cheryl N., P. (2018). Qualitative Inquiry & Research Design (4th ed.).
Deenerwan, M. (2024). Interactive Theatre: An Alternative Method of Teaching and Learning for Rural Young Children in Sekolah Kebangsaan Pekan Ranau, Sabah. Wacana Seni Journal of Arts Discourse. https://doi.org/10.21315/ws2024.23.s1.7
Demirhan, M. (2024). Classroom Teachers’ Views On The Use Of Drama. Bat? Anadolu E?itim Bilimleri Dergisi. https://doi.org/10.51460/baebd.1530138
Feng, M. (2022). The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School. ECNU Review of Education, 5, 219–241. https://doi.org/10.1177/20965311221089674
Hadjipanteli, A. (2020). Drama pedagogy as aretaic pedagogy: the synergy of a teacher’s embodiment of artistry. Research in Drama Education: The Journal of Applied Theatre and Performance, 25, 201–217. https://doi.org/10.1080/13569783.2020.1730168
Han, Z., & Xie, Y. (2025). Study on the path of clustering construction of rural primary schools’ aesthetic education programs from the perspective of resource integration. PLOS ONE, 20. https://doi.org/10.1371/journal.pone.0317099
Hardie, P., O’Donovan, R., Jarvis, S., & Redmond, C. (2022). Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Medical Education, 22. https://doi.org/10.1186/s12909-022-03892-9
Hendriani, M., Rifmasari, Y., Gistituati, N., & Bentri, A. (2022). Implementation of the Independent Curriculum in Elementary Schools. Proceedings of the 4th International Conference on Innovation in Education. https://doi.org/10.5220/0012200500003738
Horasan-Do?an, S., & Cephe, P. T. (2020). The effects of creative drama on student teachers’ creative pedagogy and identity. Thinking Skills and Creativity, 38, 100736. https://doi.org/10.1016/j.tsc.2020.100736
Hradsky, D., & Forgasz, R. (2022). Possibilities and problems of using drama to engage with First Nations content and concepts in education: A systematic review. The Australian Educational Researcher, 50, 965–989. https://doi.org/10.1007/s13384-022-00536-1
Hu, Y., & Shu, J. (2025). The Effect of Drama Education on Enhancing Critical Thinking Through Collaboration and Communication. Education Sciences. https://doi.org/10.3390/educsci15050565
Irugalbandara, A. (2023). Fostering Creative Thinking Through Drama Education: Teacher Perspectives. Muallim Journal of Social Science and Humanities. https://doi.org/10.33306/mjssh/254
Jefferies, D., Glew, P., Karhani, Z., Mcnally, S., & Ramjan, L. (2020). The educational benefits of drama in nursing education: A critical literature review. Nurse Education Today, 104669. https://doi.org/10.1016/j.nedt.2020.104669
Kartal, A., & Arslan, A. (2024). Preservice primary school teachers’ journey to drama in Türkiye. Applied Theatre Research. https://doi.org/10.1386/atr_00090_1
Liwen, Chang, W.-L., Holmwood, C., & Subbiondo, J. (2023). Playback Theater as Pedagogy: A Qualitative Research Study on the Use of PT in Education toward the Self-development of Future Teachers. Creative Arts in Education and Therapy. https://doi.org/10.15212/caet/2022/8/25
MacDonald, A., Barton, G., Baguley, M., & Hartwig, K. (2016). Teachers’ Curriculum Stories: Perceptions and preparedness to enact change. Educational Philosophy and Theory, 48, 1336–1351. https://doi.org/10.1080/00131857.2016.1210496
Manabe, K., Hwang, W.-Y., & Chuang, Y.-W. (2021). English learning enhanced by collaborative contextual drama in an authentic context. Interactive Learning Environments, 31, 4490–4506. https://doi.org/10.1080/10494820.2021.1972321
McClintock, A., & Fainstad, T. (2022). Growth, Engagement, and Belonging in the Clinical Learning Environment: the Role of Psychological Safety and the Work Ahead. Journal of General Internal Medicine, 37, 2291–2296. https://doi.org/10.1007/s11606-022-07493-6
Medina, C., Perry, M., Lee, B., & Deliman, A. (2021). Reading with drama: relations between texts, readers and experiences. Literacy. https://doi.org/10.1111/lit.12246
Munk, C. S., Antonsen, Y., & Andreassen, S.-E. (2024). Devised theatre methodology to promote creativity in school. Educational Action Research, 33, 330–347. https://doi.org/10.1080/09650792.2024.2326602
Mykhailova, O., Humankova, O., & Grygorieva, T. (2021). Using Drama In Teaching English To Primary School Learners. ?RS LINGUODIDACTICAE. https://doi.org/10.17721/2663-0303.2021.6.03
Okta, S. L., & Putra, D. (2025). Adaptation of Independent Learning Curriculum by Elementary School Teachers: Case Study in the Indonesia–Malaysia Border Region. International Journal of Ethno-Sciences and Education Research. https://doi.org/10.46336/ijeer.v5i2.936
Omasta, M., Murray, B., McAvoy, M., & Chappell, D. (2021). Assessment in elementary-level drama education: Teachers’ conceptualizations and practices. Arts Education Policy Review, 122, 265–279. https://doi.org/10.1080/10632913.2020.1746710
Rusydiyah, E., & Rohman, F. (2020). Local Culture-Based Education: An Analysis of Talcott Parsons’ Philosophy. https://consensus.app/papers/local-culturebased-education-an-analysis-of-talcott-rusydiyah-rohman/614ab81c4b4d5d488799c6bf7d94aa2f/
Sharma, P., & Chand, T. (2025). A Study on Teacher Stress: Causes, Types, and Management Strategies in the Educational System. Integrated Journal for Research in Arts and Humanities. https://doi.org/10.55544/ijrah.5.2.4
Sukatin, S., Munawaro, S., Syavita, O., Sagita, P. M., & Rahman, H. (2025). Principal Elementary School Teachers’ Perception of the Independent Curriculum: Readiness and Administrative Burden. JITAR?: Journal of Information Technology and Applications Research. https://doi.org/10.63956/jitar.v1i1.24
Suši?, B. B., & Brebri?, V. (2025). Educating Children for Creativity and Democracy Through a Music and Drama Community of Practice. Center for Educational Policy Studies Journal. https://doi.org/10.26529/cepsj.2025
Tran, Q. N. T., & Le, T. C. (2025). Primary School Efl Teachers’ Perceptions About Benefits And Challenges Of Using Drama In Speaking Classes. T?P CHÍ KHOA H?C NGÔN NG? VÀ V?N HÓA. https://doi.org/10.63506/jilc.0902.316
Wang, Y. (2024). An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students. Acta Psychologica, 248, 104347. https://doi.org/10.1016/j.actpsy.2024.104347
Zhang, H., Hwang, W.-Y., Tseng, S.-Y., & Chen, H. (2019). Collaborative Drama-Based EFL Learning in Familiar Contexts. Journal of Educational Computing Research, 57, 697–722. https://doi.org/10.1177/0735633118757731
Zheng, S. (2021). Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education. Applied Theatre Research. https://doi.org/10.1386/atr_00055_1
