USING DRAMATIC ACTIVITIES IN TEACHING
AND FUNCTIONS FOR FORM 4
LANGUAGE
FORMS
by
INA CHONG CHING PHIN
(5644)
Final Year Project Submitted in Partial Fulfillment of the Requirements
Degree of Bachelor of Science with lionours(TESL)'
Center for Language Studies,
Universiti Malaysia Sarawak.
March 2003
for the
TABLE
OF CONTENTS
PAGE
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENT
I1
111
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS
CHAPTER
I
IV
V
V1
INTRODUCTION
Background to the Study
11
Statement of the Problem
4
Research Objectives
5
Research Questions
5
Significance of the Study
5
Limitation of Study
6
Definitions of Key Terms
7
CRITICAL
REVIEW
OF LITERATURE
Introduction
10
Drama In Education
10
Dramatic Activities
12
Language Forms and Functions
13
Communicative Approach In the ESL Classroom
15
Summary of How Language Learning Is Generated Through
Dramatic Activities.
17
in an ESI_
22
Studies Related to the use of Dramatic Activities
Classroom
Benefits of Dramatic Activities
III
IV
24
RESEARCH DESIGN AND METHODOLOGY
Introduction
26
Research Design
26
School
27
Sample
27
Research Procedure
27
Setting
28
Instruments
28
Observation
28
Journal
29
Videotaping
29
Videotaping Checklist
29
Lesson Plan
30
Techniques in Collecting Data
31
ANALYSIS
AND DISCUSSION
OF FINDINGS
Introduction
33
The Process of Planning and Implementing
33
Planning
33
Implementing
34
Observation and Reflection
67
Discussion
70
V
REFERENCES
APPENDICES
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
Introduction
73
Conclusions
74
Recommendations
76
79
84
Abstract
Using Dramatic Activities to Teach Language Forms and Functions For Form 4
Ina Chong Ching Phin
This project is undertaken to identify the strengths and difficulties in using
dramatic activities in teaching Language Forms and Functions for Form 4. A study was
22
from
Form
4
in
SMK
St
Mary
Kuching.
A
students
sample
of
a
class
of
conducted
was chosen for the purpose of the study. Data was gathered based on observation, journal
entries and videotaping based on the teaching/learning session. A unit plan was planned
for the duration of 5 days. Based on the findings gathered from the instruments mention
dramatic
in
learning
language.
it
is
found
that
motivate
students
activities
above,
However, teachers will face challenges especially in planning the lesson, as teachers will
have to choose appropriate dramatic activities to cater to the students' interest and level
proficiency. It is hoped that the findings of the research will encourage teachers in using
dramatic activities as a teaching tool in language learning.
i
Abstrak
Menggunakan aktiviti Dramatik dalam "Language Forms and Functions" untuk
Tingkatan 4.
Ina Chong Ching Phin.
Kajian ini bertujuan untuk menilai kekuatan dan kesulitan dalam menggunakan
aktiviti dramatik dalam pengajaran "Language Forms and Functions" untuk tinlatan 4.
Dengan itu, satu kajian telah dijalankan di SMK St Mary Kuching. Ia meliputi 22 pelajar
di tingkatan 4 sekolah tersebut. Data dikumpul melalui pemerhatian, penulisan jurnal dan
Satu
dan
pelan unit pengajaran telah
sesi
pengajaran
pembelajaran.
rakaman video
dirancang selama 5 hari. Berdasarkan maklumat yang telah diperolehi, diketahui bahawa
aktivit dramatik berupaya memberangsakan pelajar untuk mempelajari bahasa. Namun,
guni akan menempuh cabaran dalam pemilihan aktiviti dramatik yang sesuai terhadap
minat dan taraf kecekapan pelajar. Di harap melalui kajian yang dijalankan , aktiviti
dramatik akan digunakan sebagai salah satu alat mengajar pada masa hadapa.
It
Acknowledgements
I would first like to thank God Almighty for blessing me with the strength, wisdom and
health throughout my project.
I would like to express my sincere thanks to my project supervisor Mr. Collin Jerome for
his patience, comments and guidance in carrying out the project..
Thanks to all the lectures and staff of Center for Language Studies (CLS) for their
in
UNIMAS.
three
throughout
my
years
support and assistance
I would like to take this opportunity to also thank the Principal, English teachers and
Form 4A1 students of SMK St Mary for their time, effort and cooperation during the
research.
I am deeply grateful and thankful to friends and course mates particularly
Rose, Winnie
Timothy
Lynette
May
Kee,
for
Patrick
and
their
and
encouragement and moral support.
for keeping me in prayer and Oliver for making my years in UNIMAS
interesting and fun
and I would not have completed this project without your constant reminder and advice.
Last but not least to my wonderful parents, Ronnie and Yonna for their love,
in
is
this
the
completing
my
strength
of
source
which
prayers,
and
encouragement
project.
Thank You.
III
LIST OF TABLES
Table
2.1
Page
The Objectives Of Language Forms and Functions
iv
14
LIST OF FIGURES
Figures
2.1
Page
A Summary Of Language Learning
V
19
LIST OF ABBREVATIONS
ESL
=
English as Second Language
KBSM
=
Kurrikulum
MOE
=
Ministry
Bersepadu Sekolah Menegah
Of Education
vi
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter will begin with a brief introduction
the objectives of Kurrikulum
of the Malaysian education system and
Bersepadu Sekolah Menegah (KBSM)
in schools. In this section, a
brief background of Language Forms and Function specified as one of the topics in the KBSM
syllabus, which is the core of this study. In the second section, the research objectives, research
questions and scope of this issue will be discussed in detail and why the study is conducted. The
final section will focus on the different technical terms that will be use in this study.
1.1 Background to the Study
The Cabinet Report on Education in 1979 proposed a major review of the primary and
secondary school curriculum to meet the developmental needs of the country. This review led to
the development of the Integrated Curriculum
Bersepadu Sekolah Menengah (KBSM)
for Secondary schools better known as Kurikulum
that is focused on the intellectual, emotional, spiritual
and physical development of an individual.
I
2
It was in 1988, the new English Language Curriculum was implemented based on a
communicative model of language teaching and learning. Communicative Approach emphasize
that the goal of language learning is achieving communicative competence. Communicative
competence does not only refer to the knowledge of grammar rules in language and how to form
grammatical sentencesbut also to know when, where and to whom to use sentencesin the
community. (Hymes, 1971). It can be seen in the aims of our English Language Syllabus where:
" the English Language Programme for the upper secondary school level
aims at building and extending
upon the proficiency of the students from the lower secondary school level so as to equip them with the
skills and knowledge of English to communicate in certain everyday activities and certain job situation;
and also to provide points of take-off for various post-secondary school needs. "
(KBSM Huraian Sukatan Pelajaran Form 4: 1)
In KBSM English syllabus, language forms and functions is one of the topics specified
for the secondary school programme for all level. Language Forms and Functions are tested in
Section A of Paper I (SPM 1322/11 19 English Language Paper) in which a short dialogue
with
three or four blanks are given. Students are then required to complete the dialogue by filling in
the blanks with correct answers chosen from the given topic.
3
The objectives of the Language Forms and Functions for Form Four are more complex
than the previous years. (Refer to Table I in Review of Literature: The Objectives of Language
Forms and Functions pg. l4). Besides expressing displeasure and regret, it involves acquiring
social skills such as interrupting and joining in or participating in a conversation. Teachers would
have to provide students with the opportunity to practice social skills through meaningful
contexts which can developed the oracy skills (listening and speaking) and literacy skills
(reading ands writing)
Although Language Forms and Functions are regarded as a small part in the testing of
language, teachers should emphasis on meaningful communicative activities instead of
mechanical drills. For example Every time people communicate, people have a topic, and a
purpose, therefore, people need to select the vocabulary items and grammatical structures to
create utterances and these utterances will link together to form a particular type of text. By
using dramatic activities (eg. role-play, improvisations), students will be able to develop
communicative competence. Thus, language is seen as a means of communication and should be
taught in context and hence making learning more meaningful.
This study is undertaken with two aims in mind that is to find out the strengths of using dramatic
activities and secondly, to identify the difficulties faced by the researcher when using dramatic
activities in the teaching of Language Forms and Functions in an ESL classroom specifically for
Form 4.
4
1.2
Statement of Problem
In the Sijil Pelajaran Malaysia (SPM), Language Forms and Functions are tested in the
dialogue form. Students are required to complete the dialogue by filling in the blanks given. The
Language Forms and Functions are tested in a dialogue form and not in isolation because it is
adapted according to the communicative approach, where language topics "should be taught in
context and a meaningful way" (Kementerian Pendidikan Malaysia, 1992:4).
The examination guidelines in answering the Language Forms and Functions seemed to stress on
student's understanding of the whole meaning in the dialogue and the purpose of the dialogue.
This leads to a backwash to the teaching of Language Forms and Functions in which the teaching
of functions is taught in isolation. If taught in isolation, it will not seem meaningful to students
because according to Marrow (as cited in Yee Sam 1992) one function may come in different
language forms. For example, to greet, a speaker could use "Hello" or "Good morning" and it
differs according to its purpose and context. Students will need to analyze the purpose and
context in order to use the appropriate Language Forms and Functions in the given dialogue.
Dramatic activities provide students the opportunities to explore more than just one language
skills, it encourages students to apply their listening and speaking as well as reading and writing
skills. Furthermore if taught properly, dramatic activities can develop language contents and
moral values as well as promote higher thinking skills because dramatic activities stimulates
students' responses and reactions (O'Neil, 1989).
5
Therefore, the researcher is interested in finding out the strengths in using dramatic
activities in teaching Language Forms and Functions a small component in the English Language
syllabus and secondly the difficulties faced when using these dramatic activities.
1.3 Research Objectives
In this researcher, the researcher will focus on the objectives below:
a) the strengths in using dramatic activities in teaching Language
Forms and Functions.
b) difficulties faced in using dramatic activities.
1.4 Research Questions
The researcher will use the questions below as guidelines, when conducting this study.
1) What are the strengths in using dramatic activities in the teaching of Language
Forms and Functions?
2) What are the difficulties faced in using dramatic activities?
1.5 Significance of the Study
As this is an action research, all the findings in this study are based on the experience and
observation of the researcher and it is hope that the findings will encourage teachers in using
dramatic activities as a teaching tool to facilitate the teaching of English especially in teaching
Language Forms and Functions for Form 4.
6
It is hope that the experienced gain throughout this research will give teachers a better
dramatic
improvisations)
how
(for
to
example,
are
activities
role-play,
and
of
what
understanding
dramatic
these
activities to enhance their teaching.
use
1.6 Limitation of the Study
When doing this study, consideration must be given to the limitations of the study as
listed below:
a.
The dramatic activities used in this study are to teach Language Forms and
Function, one component of the Kurikulum Bersepadu Sekolah Menengah (KBSM) for
English. Therefore, the finding does not represent all topics in the English syllabus.
b.
There will be only two dramatic activities (role-play and improvisations) used for
the purpose of this research. Hence, the findings from these two activities do not
represent other dramatic activities.
c.
This sample consists of twenty-two students. Thus, the findings may not be
significant. Any conclusions drawn from the research represents only the students in the
school used for the study.
7
d.
The samples are only Form Four students. The findings in this study do not
represent students from other forms.
e.
The study is conducted at one secondary school in Kuching. Therefore, this study
does not represent the whole secondary schools in Malaysia.
f.
As this study is an action research, and findings are based on the researchers
experienced, therefore the finding of this study is based on trial and error.
1.7 Definition of Terms
Definitions given below are in line with the purpose of the research.
1.7.I
Communicative Approach
The Communicative Approach refers to the beliefs and theories of language teaching that
emphasizes the goal of language teaching is communicative competence (Richards, 1985). It is
not concerned with the grammatical rules of the language and how to form grammatical
sentencesbut to know when, where and to whom to use these sentences in a speech community.
Richards et.al. (1985), and Hymes (1971). Grammatical rules are not neglected in the
Communicative Approach but more emphasis is given on the use of language for communication
of meaning than the learning of structures, forms and vocabulary.
8
1.7.Z.
Communicative Activities
It refers to the techniques used in the teaching of language. Examples of such activities
are games, exercises, projects and dramatic activities (eg. improvisation, role-play, rolesimulation). Language -activities in communication are not constrained to conversational but
involves the integration of all the 4 skills.
1.7.3.
Drama
Holden (1981) defines drama as any activities that ask the participant to
represent himself
in an imagery situation or portray another person in an imagery situation. Thus drama is
concerned with the world of "let's pretend'. It provides the students the opportunity to express
himself/ herself through verbal expressions and gestures using his /her imagination and memory.
In this research, the drama done is more concern with the informal drama that will be used in
classroom and not for the purpose of performing it on stage. Students are seen as participants and
not actors.
1.7.4.
Dramatic Activities
Maley and Duff (1982) defines dramatic activities as activities that will give students' the
opportunity to use his or her own personality in creating the material. These activities will
encourage student's natural ability to mimic, imitate and express himself or herself through
gestures.
9
It helps students to draw on their imagination and memory, as well as the natural capacity
to bring his or her past experience. As each student's brings a different life, different background
into classroom, students should be able to use these differences when creating their materials.
For the purpose of this research activities are developed through improvisation and role-play.
Below are definitions of the different types of dramatic activities:
a) Improvisations
Frost and Yarrow (1990, p. I) defines improvisations as
" the skills of using bodies space all human resource to generate a coherent physical expression of an
,
,
idea, a situation
(even perhaps a text) ;to do this spontaneously in response to immediate
character
,a
,
,
stimuli of one's environment as though taken by surprised without preconceptions"
,
,
Thus students are encouraged to use whatever resources around them as well as learning to adapt
the context of the world in theirs.
h) Role-flay
According to Rosensweig (as cited in Murcia 1998) defines role-play as dramatization of
the real-life situation in which students will assumethe role of someone and experience some of
the character type known in everyday life. It will provide students the opportunity to practice
language as aspects of role-behaviour, which students may encounter outside classroom.
CHAPTER TWO
REVIEW
OF LITERATURE
2.0 Introduction
This chapter will explain what dramatic activities are and how it can be used in the
teaching of Language Forms and Functions. The first section looks into the differences between
Drama in Education and Drama for the purpose of teaching English. In the next section, we will
look into the definition of dramatic activities in depth. The third section will focus on the topic of
Language Forms and Functions in the SPM examination. The fourth section will discuss briefly
the Communicative Approach in detailed. In the fifth section, a brief summary on how language
learning can be taught through dramatic activities will be shown. The sixth section will look into
related studies that highlight dramatic activities in an ESL classroom and lastly the benefits of
dramatic activities.
2.1 Drama In Education
It is important to note that the aims of Drama in Education are not similar with the use of
drama in the teaching of English. Drama in schools can take on several forms: an examinable
"subject in its own right"; "a way of learning about the world ", and "a way of learning life
skills" (0' Toole 1992,1-2)
10
ii
In the first form drama is equated with theater where drama is seen as an aesthetic
experience. The aim of this first form is to teach the basic elements of the art form through
practical work. In the second and third form, the teachers see drama as a means to aid learning
and "self-actualization" of students. Drama sessions will comprise of games for the purpose of
training actors like concentration, focus, reflex, action, and the ability to work in-group and vocal
development.
Another component of Drama In Education is "dramatic play". It is an activity where "
young students dress up in adult clothes, pretending to be significant parents, friends, pets and so
on". All of these require students to perform and its primary concern is the communication
between the actors and audience. Its role is to inform and educate as well as to entertain and
provide aesthetic performance.
Whereas, drama used in the teaching of English is less formal in which students will not
have to stage their performance. The use of drama activities for the purpose of teaching second
language has been around for 10 years but the potential use of drama in the ESL classroom was
not fully utilized, as traditional style teachers are afraid they would appear unprofessional if they
use drama in their classroom. Dramatic activities are used for the purpose of enhancing the
learning and teaching of English and it is neither a method nor an approach.
12
According to Stern (as citied in Yee Sam et.al. 1990) who looked into the use of drama in
the learning of second language from a psycholinguistic view. She states that dramatic activities
heightened self-esteem, motivation, spontaneity, increased capacity for empathy, and lowered
sensitivity to rejection. All these facilitate communication and provide an appropriate
psycholinguistic climate for language learning. Whereas Early and Tralington (1982) seesthat
dramatic activities centers around language development, personal awareness, group cooperation, sensory awareness and imaginative growth.
Therefore in this research, the researcher will refer to the informal drama that uses
dramatic activities in the language classroom and not on stage.
2.2. Dramatic Activities
Maley and Duff et.al. (1982) defines dramatic activities as activities that would give
opportunities for a student to use his or her own personality in creating the material on which
part of the language class is to be based. Improvisation, role-play, and role-simulation are part of
dramatic activities. These activities will help elicit students' natural ability to mimic, imitate and
express himself or herself through gestures.
Dramatic activities can draw on students' imagination and memory as well as their
natural capacity to bring life to parts of his or her past experience that might never emerge.
These activities are dramatic because they arouse `audience' interest, as each student brings a
different culture and background into the class.
13
Therefore, in context of Malaysian classroom, dramatic activities are applicable as
Malaysian students come from different backgrounds and cultures as these could enrich the
language learning.
Maley and Duff et.al.(1982) made it clear that dramatic activities are not seen as putting
on plays in front of passive audience and students are not obliged to feel that dramatic activities
as part of the preparation for some great final performance. Thus, dramatic activities have no
audience in mind other than the people taking part, the rest of the class and the teacher.
For the purpose of this research, the researcher feels it is important to highlight the
differences of Drama in Education and Drama used in the teaching of English, which incorporate
the use of dramatic activities aforementioned in the review.
2.3. Language Forms and Functions
Leong (1999) defines language forms as words, phrases and sentencesuse to express
ourselves. Each language form has a special function within a conversation, where as Lim and
Sin Ean (1995) describe language forms as expressions used in either spoken or written form to
convey messageto listeners or readers. Language Forms and Functions are tested in 1322/1 119
SPM English language paper. The paper is divided into 3 parts:
i.
ii.
iii.
Paper 1: Multiple Choice Questions & Structured Responses:
Paper 2: Essay and Paper
Paper 3: Oral Test
14
The objectives in Language Forms and Functions for each forms differs as the students
move up to different level. Language Forms and Functions are structured in a dialogue form in
which the students will have to choose the appropriate answers. The Language Forms and
Functions are tested in a dialogue form and not in isolation because it is tailored according to the
communicative approach.
Language Forms and Functions in the KBSM English Syllabus
FORM
OBJECTIVES
Form One
To greet,welcomeand take leaveof someoneor greetof people;
(
introduce oneself ; invite someone; accept refuse and thank someone for
,
an invitation.
Form Two
To apologize, express condolence, and congratulate and offer help and
advice.
Form Three
To express appreciation, encouragement and concern
Form Four
To express and regret, social skills, such as interrupt a conversation and
join in and participate in a conversation.
Form Five
To refute, express and to respond to constructive criticism and to express
support
Table 2.1: The Objectives Of Language Forms and Functions
(KBSM
Huraian Sukatan Pelajaran Bahasa Inggeris 1992: 30)
,