Drama and poetry can be used in language teaching to help students develop practical and creative skills. Teachers should be clear about the theatrical learning goals for students. There are two assessment grids for evaluating student drama performances: one for teachers and one for self-assessment. Each grid contains criteria such as script quality, voice projection, stage blocking, and memorization, ranked on a scale. Student self-assessment focuses additionally on preparation, time management, problem solving, and reflection. These assessment tools provide a framework for teachers and students to improve drama performance skills.

1. POETRY AND DRAMA
IN LANGUAGE
TEACHING
REFI FARADILA PUTRI (221060028)
RIYAN ADISTI (221060030)
MEGA AULIA ARDHI (221060038)
WILDHAN RAMADANI YUDISTIRA (221060049)

2. BACKGROUND
In learning and understanding about drama student’s learn and got their ability to
make drama and present it to an audience. Besides practical skills, students will also
need to develop a wide range of knowledge and understanding of the form and
language of theatre. It is obviously important that we are explicit about the nature of
the theatrical learning we are aiming to develop in our students.

3. Conceptual Knowledge &
Understanding
Teacher & Assessment
Grid
Student & Assessment
Grid

4. TEACHER ASSESSMENT FOR DRAMA PERFORMANCE
CRITERIA 4 3 2 1
SCRIPT/
PURPOSE
(When applicable)
Enticing vivid detail used in
script/dialogue; evident
reasons for the performance.
Script/dialogue was well-written;
considerable detail with good
purpose.
Some detail used in
script/dialogue; needed more
of a purpose.
Script/dialogue contained no
purpose and very little detail.
VOICE
Voice was loud and clear;
words were easily
understood
Student spoke clearly but it was
difficult to understand some of
the script; could’ve been louder.
Voice and language was not
very clear; could’ve been
much louder.
Could not understand what
was being said due to unclear
and low speech.
BLOCKING
Good use of stage and
movement did not turn back
to audience
Almost used entire stage turned
away from audience only once or
twice.
Could have used more of the
stage; must concentrate on
facing forward.
Needed more blocking always
face audience and use the
stage!
MEMORIZATION/
IMPROVISATION
(When applicable)
Script was fully memorized;
student improvised in place
of lines.
Script was almost fully
memorized-some improv used to
make up for missed lines.
Script was partially
memorized; student did not
attempt improvisation.
Script was not at all
memorized; no improvisation
used.
FACIAL EXPRESSION/
BODY LANGUAGE
Great use of gestures, facial
expression and body
movement!
Contained some facial
expression, gestures & body
movement.
Needed more facial
expressions gestures &
movement.
Contained little to no facial
expression, gesture or
movement.
OVERALL
Committed, cooperated &
concentrated-
WOW!
Semi-committed, concentrated &
cooperative-
GREAT!
Almost committed,
cooperative & concentrated-
NOT TOO
BAD…
No commitment, cooperation
or concentration
MORE
REHEARSAL!

5. STUDENT ASSESSMENT FOR DRAMA PERFORMANCE
CRITERIA 4 3 2 1
Preparedness
I consistently bring
needed materials and
come ready to
performance.
I usually bring needed
materials and come
ready to performance.
I make an effort to
bring or find materials
needed to performance,
but often misplace
things.
I forget or lose materials
needed to performance.
Time Management
I can adjust the timing
during the performance
and even direct others
to make the
performance
conducive.
I am able to direct
myself to performance
according to my own
scene, without needing
help from others.
I know my scene
during the
performance, but still
need to be directed by
others.
I didn't know when my
scene was during the
performance, and had to
be directed by others.
Quality of
Performance
My performance
reflects my best efforts.
I continuously make
small changes to
improve the quality of
my performance.
My performance
reflects a strong effort.
I self-monitor to
improve the quality of
my performance.
My performance
reflects some effort but
occasionally needs to
be checked and/or
redone by others to
ensure quality.
My performance reflects
very little effort and often
needs to be checked
and/or redone by others
to ensure quality.

6. STUDENT ASSESSMENT FOR DRAMA PERFORMANCE
CRITERIA 4 3 2 1
Problem Solving
I consistently
participate in group
problem solving with
an open mind, sharing
thoughts and ideas
without inhibiting the
contributions of others.
I usually participate in
group problem solving
with an open mind,
sharing thoughts and
ideas without inhibiting
the contributions of
others.
I make an effort to
participate in group
problem solving with
an open mind.
I usually don’t participate
in group problem solving
with an open mind.
Team Dynamics
I consistently know
how to gauge my own
impact on the group
and am routinely aware
of team dynamics.
I often know how to
gauge my own impact
on the group and am
generally aware of
team dynamics.
I occasionally know
how to gauge my own
impact on the group
and I am somewhat
aware of team
dynamics.
I don’t know how to
gauge my own impact on
the group, and I am
generally unaware of
team dynamics.
Reflection
I consistently use self-
reflection after
performance activities.
Self-reflection usually
occurs after
performance activities,
but most often when
things don’t go well.
Self-reflection occurs
after performance
activities when
prompted or reminded
by others.
I rarely engage in self-
reflection after
performance activities
but tend to focus on the
behavior of others.

7. CONCLUSION
Based on the explanation that has been described in the conceptual knowledge &
understanding, there are 2 assessment grids that are carried out after the drama
performance, and in each criteria there are levels in the assessment. This is can be a
reference for teachers in assessing the performance of each student, and for the students
themselves, this assessment can improve their ability to develop knowledge and
learning.