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USING DRAMA ACTIVITIES AS A CATALYST IN IMPROVING COMMUNICATIVE CONFIDENCE: A CASE STUDY
ADY MUKHTARRUDIN BIN MUSTAFFA NG
UNIVERSITI TEKNOLOGI MALAYSIA
PSZ 19:16 (Pind. 1/07)
UNIVERSITI TEKNOLOGI MALAYSIA
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“I hereby declare that I have read this thesis and in my opinion this
thesis is sufficient in terms of scope and quality for the award of
the degree of Bachelor of Science with Education (TESL).”
Signature : ………………………………..
Name : ………………………………..
Date : ………………………………..
USING DRAMA ACTIVITIES AS A CATALYST IN IMPROVING
COMMUNICATIVE CONFIDENCE: A CASE STUDY
ADY MUKHTARRUDIN BIN MUSTAFFA NG
This thesis is submitted as a requirement
for the award of the degree of
Bachelor of Science with Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
May, 2009
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I hereby declare that this thesis entitled “USING DRAMA ACTIVITIES AS
A CATALYST IN IMPROVING COMMUNICATIVE CONFIDENCE: A
CASE STUDY” is my own work except as cited in the references.
Signature : ………………………………..
Name : ………………………………..
Date : ………………………………..
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“A long road must I still travel; this is but the beginning.”
To my family,
and En. Abdullah Mohd. Nawi:
This one’s for you.
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ACKNOWLEDGEMENTS
My deepest and most heartfelt gratitude goes to my supervisor, En. Abdullah
Mohd. Nawi, lecturer of the Department of Modern Languages, Faculty of Human
Resource Development and Management, Universiti Teknologi Malaysia whose
advice, encouragement, guidance and patience from time to time have been
invaluable. I pray that he would continue to inspire many more individuals, just like
he did for me.
To PERSEDA: I thank you all for allowing me to conduct my study as part of
the theatre production workshop. I wish you all the best in your future undertakings.
To my fellow TESLians, especially from the graduating class of 2009:
congratulations. We had some good times, and I wish you will more good times in
the many years to come. May our paths cross sooner rather than later.
To Amir, Vinod, Ramesh, Devin, and Shai: thank you for being there for me.
To my family, to whom I owe a debt I can never repay and whose love and
support kept me going through the going gets tough: words fail to capture the depth
of your love, and how much I cherish it.
Lastly, to anyone and everyone who has helped me in any way during the
completion of this thesis: your contribution is very much appreciated and will not go
unnoticed.
Thank you all, and may Allah S.W.T bless you always.
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ABSTRACT
This case study is about the use of drama activities as a catalyst in improving
communicative confidence. The purpose of this study is to investigate the efficacy of
drama activities in improving students’ confidence in communicating using English,
identify students’ views on the use of drama activities as a communicative
confidence-building tool, and consequently suggest how these activities can be
incorporated in English language teaching. For this purpose, a workshop was
organised and communicative drama activities were carried out with the participants
of the programme, made up of 24 students from Universiti Teknologi Malaysia. Data
for the study was obtained from these participants via feedback forms and
questionnaires that were distributed to them. The data was then analysed
qualitatively and quantitatively. The research findings show that a majority of the
participants reacted positively to the communicative drama activities and also agree
with the use of drama activities in improving communicative confidence. At the end
of the study, the suitability of drama activities as a tool for communicative
confidence-building is determined. Besides that, suggestions for effective
incorporation of communicative drama activities in English language teaching are
also given.
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ABSTRAK
Kajian kes ini adalah mengenai penggunaan aktiviti drama sebagai mangkin
dalam meningkatkan keyakinan berkomunikasi. Tujuan kajian ini adalah untuk
menyiasat keberkesanan aktiviti drama dalam meningkatkan keyakinan pelajar dalam
berkomunikasi menggunakan Bahasa Inggeris, mengenalpasti pandangan pelajar
terhadap penggunaan aktiviti drama sebagai alat membina keyakinan dalam
berkomunikasi, dan seterusnya mencadangkan bagaimana akitiviti-aktiviti ini dapat
diterapkan dalam pengajaran Bahasa Inggeris. Untuk tujuan ini, sebuah bengkel telah
dianjurkan dan aktiviti drama berunsur komunikasi telah dijalankan bersama para
peserta program, yang terdiri daripada 24 pelajar dari Universiti Teknologi Malaysia.
Data untuk kajian ini diperoleh melalui borang maklumbalas dan borang soal selidik
yang diedarkan kepada mereka. Data tersebut kemudiannya dianalisa secara
kualitatif dan kuantitatif. Dapatan kajian menunjukkan bahawa sebahagian besar
daripada peserta bertindakbalas secara positif terhadap aktiviti drama berunsur
komunikasi dan juga bersetuju dengan penggunaan aktiviti drama dalam
meningkatkan keyakinan berkomunikasi. Di akhir kajian, kesesuaian aktiviti drama
sebagai alat membina keyakinan berkomunikasi ditentukan. Selain itu, cadangan bagi
penerapan berkesan aktiviti drama berunsur komunikasi dalam pengajaran Bahasa
Inggeris juga diberikan.
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TABLE OF CONTENTS CHAPTER TITLE PAGE
1
2
DECLARATION OF ORIGINALITY
DEDICATION
ACKOWLEDGEMENTS
ABSTRACT
ABSTRAK
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF APPENDICES
INTRODUCTION
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the Problem
1.4 Purpose of the Study
1.5 Objectives of the Study
1.6 Research Questions
1.7 Significance of the Study
1.8 Scope of the Study
LITERATURE REVIEW
2.1 Drama Activities
2.2 Benefits of Using Drama Activities in Language
Teaching
2.3 Some Concerns Against the Use of Drama Activities
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iii
iv
v
vi
vii
x
xii
1
1
2
3
4
4
5
5
6
7
7
9
12
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3
4
5
2.4 Overcoming the Problems
RESEARCH METHODOLOGY
3.1 Research Design
3.2 Research Procedure
3.3 Participants of the Study
3.4 Research Setting
3.5 Data Collection Method
3.5.1 Questionnaire
3.5.2 Feedback Forms
3.6 Data Analysis
FINDINGS
4.1 Feedback Form 1 – Hunter-Hunted
4.2 Feedback Form 2 – Improv-Theatre
4.3 End-Workshop Questionnaire
4.4 Open-Ended Questions
4.4.1 Feedback Form 1 – Hunter-Hunted
4.4.2 Feedback Form 2 – Improv-Theatre
4.4.3 End-Workshop Questionnaire
DISCUSSION
5.1 Effectiveness of Drama Activities in Improving
Students’ Confidence in Communicating Using the
English Language
5.2 Students’ Views on Using Drama Activities as a Tool
in Building Communicative Confidence
5.3 Suggestions for Successful Incorporation of
Communicative Drama Activities in English Language
Teaching
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18
18
18
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20
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20
21
21
22
22
26
30
34
34
35
36
38
38
40
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6 CONCLUSIONS AND IMPLICATIONS OF STUDY
6.1 Summary of Findings
6.1.1 Effectiveness of Using Drama Activities in Building
Communicative Confidence
6.1.2 Students’ View of Drama Activities as a
Communicative Confidence-Building Tool
6.1.3 Factors Influencing the Confidence and Motivation
Level of Students During Drama Activities
6.2 Implications of the Study
6.3 Suggestions for Future Research
6.4 Conclusion
REFERENCES
Appendix A-B
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48
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49
50
51
x
LIST OF FIGURES FIGURE NO. TITLE PAGE
3.1
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
Research Procedure
Rating for Hunter-Hunted activity by respondents
Rating of participants’ motivation level during Hunter-
Hunted activity
Factors Influencing Motivation Level of Participants
During Hunter-Hunted Activity
Rating of participants’ confidence level during Hunter-
Hunted activity
Factors Influencing Confidence Level of Participants
During Hunter-Hunted Activity
Rating for Improv-Theatre activity by respondents
Rating of participants’ motivation level during Improv-
Theatre activity
Factors Influencing Motivation Level of Participants
During Improv-Theatre Activity
Rating of participants’ confidence level during Improv-
Theatre activity
Factors Influencing Confidence Level of Participants
During Improv-Theatre Activity
Responses by participants to Questionnaire Items 1 to 5
Responses by participants to Questionnaire Items 6 to 8
Responses by participants to Questionnaire Items 9 and 10
Responses by participants to Questionnaire Items 11 to 14
Positive responses to the Hunter-Hunted activity
Negative responses to the Hunter-Hunted activity
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22
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24
25
25
26
27
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29
30
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32
33
34
34
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4.17
4.18
4.19
4.20
Positive responses to the Improv-Theatre activity
Negative responses to the Improv-Theatre activity
Comments given by participants in end-workshop
questionnaire
Suggestions made by participants in end-workshop
questionnaire
35
35
36
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1
CHAPTER 1
INTRODUCTION
This chapter is the introductory chapter of the research project titled “Using
Drama Activities as a Catalyst in Improving Communicative Confidence: A Case
Study”. It includes the introduction, background of the study and the problem
statement, followed by the purpose and objectives of the study. Research questions,
significance of the study as well as the scope are also elaborated upon in this chapter.
1.1 Introduction
It is observable on many different occasions that learners find themselves
unable to effectively partake and be involved in classroom activities, particularly
those that require the learners to speak in English such as asking questions during
lectures, sharing their opinions and interpretations as well as oral presentations. This
is true amongst students of Universiti Teknologi Malaysia (UTM). This reluctance to
participate in classroom discussions is very clearly exhibited in the university’s
mandatory English courses (UHB 1412, UHB 2422 and so on). It is not uncommon
for lecturers teaching these courses to find themselves in situations whereby students
do not respond to questions or other forms of prompting, resulting in a lengthy period
of silence, especially if the question is directed to no one in particular. While there
are times when students genuinely do not have anything to ask the lecturer or that
they really are unable to respond to the lecturer’s query due to not knowing the
answer, most of the time it would seem like the students would rather not ask or
answer questions.
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The reason behind this apparent disinclination is the issue of confidence.
Many students cite the fact that they do not feel comfortable speaking in English as
the reason for not participating actively in classroom activities that uses English as
the language medium. They would much rather remain silent in hope that other
students with greater English language proficiency would voluntarily respond in the
manner that the lecturer expects. Hence, it can be said that the real problem lies in
the students’ lack of confidence in communicating in English, particularly when it
involves speaking.
Vani Chauhan highlights this particular problem in the following statement:
“Many a times the teaching of English language falls short of fulfilling its
goals. Even after years of English teaching, the learners do not gain the confidence of
using the language in and outside the class. Their output in the language is limited to
writing run-of-the-mill answers for literature chapters and producing grammatically
accurate, but, isolated sentences.”
(Chauhan, 2004)
This issue is a real issue; one that requires due attention and immediate,
effective action. As future professionals in the job world, the undergraduate students
of UTM need the confidence of communicating in English. This is highly relevant to
their current and future needs, as well as the university’s movement towards
internationalization.
1.2 Background of the Study
This study is situated along the same lines as the research and observations
made by Worthman (2002) of TeenStreet. TeenStreet is an ongoing programme that
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targets adolescents with literacy problems in Chicago, Illinois. The participants are
taken through drama activities aimed at getting them to express themselves through
writing and speaking as well as music and theatre, amongst other things. These
youths eventually overcome their illiteracy with the help of the TeenStreet
instructors.
In relation to the situation in UTM, there is a need to assist students in
overcoming what Male (1973) describes as “the physical ineptness often caused by
nervousness” as well as the physical blockage that prevents the vocalisation of the
desire to speak. To overcome this problem, drama activities are recommended as
drama activities “should have a releasing and encouraging effect”. This is further
supported by Wessels (1987) who affirms that drama can offer the acquisition of a
genuine communicative ability, in addition to other advantages.
Corresponding to the above, this study seeks to identify a way to deal with
the problem mentioned in the previous section, which is the lack of confidence in
communicating using English amongst UTM students. To that end, the study would
endeavour to design and experiment with drama activities aimed at reducing the
anxiety that the students experience when faced with the need of communicating in
English while at the same building up their confidence in using the language, similar
to how TeenStreet deals with illiteracy (Worthman, 2002).
1.3 Statement of the Problem
A different approach is necessary in order to deal with the confidence
problems related to communicating in English amongst UTM students. Further steps
should be taken to incorporate the ability to express ideas clearly, effectively and
confidently through written and oral mode in the students, which is a component in
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the generic skills identified by the university and an ability that would prove to be
pivotal to the student in the future. Subsequently, as an extension and further
reinforcement to the mandatory English language courses, supplementary
programmes have been introduced and implemented for the benefit of the students.
An example of this programme is the English Language Support Programme (ELSP)
organized by the English Language Unit, Centre for Teaching and Learning (CTL) of
UTM. Thus, this report aims to exhibit the response and feedback received from
participants of this study, which would both illustrate the effect on the participants’
confidence in using English, their attitude and reaction towards drama activities, as
well as identifying and providing suggestions for future language support
programmes.
1.4 Purpose of the Study
This study firstly aims to investigate the efficacy of using drama activities
with the intention of getting students to be more confident in communicating using
English. Following that, the study also attempts to identify students’ views on the use
of drama activities as a communicative confidence-building tool. Finally, based on
the findings and feedback received, the study strives to suggest activities to be
included in future implementations of language support and enrichment programmes.
1.5 Objective of the Study
This study seeks to:
1. gauge the effectiveness of drama activities in improving students’
confidence in communicating using the English language
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2. identify students’ views on using drama activities as a tool in building
communicative confidence
3. make suggestions for successful incorporation of communicative
drama activities in English language teaching
1.6 Research Questions
The research questions of this study are as follows:
1. Do the participants perceive greater confidence in communicating using
the English language after the use of drama activities?
2. What are the students’ views on the use of drama activities as a
communicative confidence-building tool?
3. What are the conditions required for successful incorporation of
communicative drama activities in English language teaching
1.7 Significance of the Study
As mentioned earlier, the issue of students’ lack of confidence in
communicating using English is an issue that requires immediate action. As such,
this study would provide useful information to English language teachers in order to
tackle this problem.
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1.8 Scope of the Study
The participants of this study are 24 undergraduate students from Universiti
Teknologi Malaysia who took part in a theatre production workshop featuring drama
activities organised by UTM’s Persatuan Seni dan Drama (PERSEDA). Apart from
this, no particular parameter such as age group and gender has been set for
participant selection. The data will be collected primarily via feedback forms and
questionnaires.