The Drama-Based Language Teaching Program (TBLIP) is a developed language arts-based program that trains students to use drama-based teaching techniques . TBLIP strategies aim to reliably connect students' personal experiences with authentic instructional principles. The objectives of this program are to focus on the level of students' improvement in learning the English language, increase the level of student participation in classroom interactions, and change the learning attitude towards the English language. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The article highlights various drama models used for language development. It focuses on the role of theater in educating the healthy development of the individual. The discussion also highlighted the relationship between the TBLIP design, the participants' pedagogy, and their inclusion in the overall pedagogical framework designed by the researcher. The challenges faced during the implementation of the manual are also explained. THEATER IN LANGUAGE EDUCATION Language teachers must accept the fact that there is no particular teaching method that will work for all students. From now on teachers are constantly looking to make changes to their repertoire to keep students interested in class. In this regard, drama activities have greater values ​​that most teachers are unaware of. Drama activities increase students' self-esteem, language skills and their ability to express themselves using their creativity. Furthermore, they can develop social skills and make students gain greater cultural knowledge in interesting ways through a dramatic context. (Savela, 2009) According to Wessels, language can be developed through the dramatic arts. He lists the benefits of enactment in language teaching as follows: the acquisition of meaningful and fluent interaction in the target language; the assimilation of a full range of pronunciation and prosodic features in a fully contextualised and interactional manner; the fully contextualized acquisition of new vocabulary and structure; an improvement in the student's sense of confidence in his ability to learn the target language. (Wessels, p.10). DRAMATIC AND THEATER ACTIVITIES IN THE LANGUAGE CLASS Dramatic activities are crucial in the initial phase of the language learning process because students can be involved in listening and speaking as a holistic and meaningful communication process (Mcnamee, Mclane, Cooper, &Kerwin, 1985). Furthermore, the researchers found that the mental requirements for understanding plays are similar to those for reading. For example, the meaning of a reading is generally captured in a transaction between the reader and the text, as well as the meaning of the underlying discourse between the performers and the audience. “Improvisational theatre” refers to a teaching method that engages students in imaginary, unscripted situations and spontaneous scenes, in which meaning is derived from engagement and transactions between teacher and student (Schneider & Jackson, 2000) . Furthermore, reading can also represent a “process of interpreting the world,” which supports drama as a powerful means of learning because it provides a context in which children can relate to their lived experience. In writing development, children who experience theater also appear to be more capable of.