Malanginspirasi.com – Students in the English Language Teaching (ELT) Professional Program of Universitas Islam Negeri Maulana Malik Ibrahim (UIN Malang), often referred to as the teaching profession track, successfully staged a drama performance on Friday, November 28, 2025. This event marked a significant milestone, as it was the first time such a project had been undertaken in the history of the Microteaching course within the Faculty of Humanities.
The performance emerged as a direct implementation of two key courses—Microteaching and Information and Communication Technology (ICT) in EFL Learning—which students had completed over three semesters.
The production was well-received, earning enthusiastic responses from attending faculty members and fellow students.
The performers delivered the play with remarkable expressiveness, immersing the audience fully in the narrative.
The Rationale for Choosing Drama
Mira Shartika, M.A., the instructor for Microteaching, explained that the decision to pursue a drama project stemmed from a scheduling change in the curriculum.
Previously, the Professional Learning Program (PKL), a teaching practicum, was conducted between the seventh and eighth semesters.
However, it has since been moved to the transition between the sixth and seventh semesters. As a result, students who had already completed PKL and gained practical teaching experience were required to revisit Microteaching, creating a sense of repetition.
To address this, the instructors introduced the drama project as a novel alternative. Centered on a school-themed storyline, the project maintained essential elements of teaching practice while incorporating ICT.
Mira noted that drama aligns closely with the role-play method of instruction, which supports student-centered learning principles such as Outcome-Based Education, Holistic Learning, and Collaborative Learning.
Ulil Fitriyah, M.Pd., M.Ed., the instructor for ICT in EFL Learning, emphasized that the value of drama extends beyond the stage performance. It encompasses the extensive collaborative efforts required both on and off stage, resulting in a comprehensive and integrated learning outcome.
Positive Reception and Future Considerations
Despite being a first-time endeavor with some evident shortcomings, both instructors expressed deep appreciation for the students’ efforts.
Ulil highlighted the developmental value of the project, noting that opportunities such as performing as a master of ceremonies provided students with experiences they might otherwise never encounter.
“This is the first time, but I am quite appreciative of the students. For example, the MCs earlier—it was their first time performing. If there was no drama, they might never have had that chance, which means it provides a learning experience,” stated Ulil.
Mira similarly praised the evident teamwork.
“For the size of the performance, we can assess that there was very good teamwork. From pre-production, to the performance itself, and even after the event, the students were able to cooperate well,” Mira said.
The two lecturers explained that they encountered few challenges or difficulties in guiding and directing the students during the preparation process. This was due to the remarkable unity of the ELT batch of ’22 students.
“The seventh-semester students in this batch are very solid. We gave them a challenge, ‘How about we create a project that is different from the rest?'” Mira joked.
With just a little personal approach to their students, both lecturers managed to build a deep chemistry.
The lecturers implicitly explained that ‘drama’ would not always be the final project for ELT students.
“We will look at the typical student for each batch, because we cannot impose the same assignment on different generations,” Ulil clarified.
Ulil conveyed her hope that the success of this event would leave a positive impression, a good memory, and inspiration for the ELT batch of ’22, and that they, in turn, could inspire their future students.
