Fulfilling the Tasks of Reading, Writing, Speaking and Listening through Drama Workshop

Nordin, Norul Alima; Sharif, Nurhidayah Mohd; Fong, Ng Siew; Mansor, Wan Fara Adlina Wan; Zakaria, Mohamad Hassan

doi:10.1016/j.sbspro.2012.11.261

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…On the other hand, the media approach to drama seems to have contributed well to supporting students in exploring ways of expressing ideas related to the scenes presented in the dramatization. But this line of consideration needs to be developed further (Dunn & Stinson, 2011;Janudom & Wasanasomsithi, 2009;Nordin, Sharif, & Fong, 2012;Rivers, 1987).…”

Section: Building Community By Using Local History Approachmentioning

confidence: 99%

Building Community Through Local Drama Activities in the Classroom

Syukri

Mytra

Amin

2022

JLP

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Using a local history approach as an embedded medium can increase student engagement and achieve the goals of the learning process. The purpose of this study was to find out how to build student community through local historical drama in drama class activities. This study uses mixed methods, with observation and questionnaires as data collection instruments. Using a purposive sampling technique, 75 students were selected as a sample from a population of 3,225. Data were analyzed by Quant-Qual and interpreted by descriptive accounting. The results showed that there were no students who commented badly about the use of techniques in local historical dramas. Researchers recommend using this approach in the learning process, especially in learning English and how to build student’s community. Abstrak: Menggunakan pendekatan sejarah lokal sebagai media yang melekat dapat meningkatkan keterlibatan siswa dan mencapai tujuan dari proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui bagaimana membangun komunitas siswa melalui drama sejarah lokal dalam kegiatan drama kelas. Penelitian ini menggunakan metode campuran, dengan observasi dan kuesioner sebagai instrumen pengumpulan data. Dengan menggunakan teknik purposive sampling, dipilih 75 siswa sebagai sampel dari populasi sejumlah 3.225. Data dianalisis dengan Quant-Qual dan diinterpretasikan dengan akuntansi deskriptif. Hasil penelitian menunjukkan bahwa tidak ada satupun siswa yang berkomentar buruk tentang penggunaan teknik dalam drama sejarah lokal. Peneliti merekomendasikan penggunaan pendekatan ini dalam proses pembelajaran, khususnya dalam pembelajaran bahasa Inggris dan bagaimana membangun komunitas siswa.

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Section: Building Community By Using Local History Approachmentioning

confidence: 99%

Building Community Through Local Drama Activities in the Classroom

Syukri

Mytra

Amin

2022

JLP

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“…Drama helps the students create authentic interaction in learning language (Sweeney, Preedeekul, & Kunyot, 2017). Drama contributes to the enhancement of the students' English language proficiency as it can integrate the four skills in addition to providing the platform for the students to actively use and practice the target language with each other (Nordin, Sharif, Fong, Mansor, & Zakaria, 2012).…”

Section: Improving Speaking Skillsmentioning

confidence: 99%

Improving Students’ Speaking Skills through Task-Based Learning: An Action Research at the English Department

Safitri

Rafli

Dewanti

2020

IJMMU

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This study aims to improve students' speaking skills at the Department of English. Based on interviews carried out to get initial data on the students' speaking skills, it was shown that the students had problems in speaking due to inadequate knowledge of the language which in turn made the students felt unconfident to speak. The students were not familiar with various speaking activities facilitating them to speak. They read the text to convey ideas and a lack of strategies when speaking. To help the students, task-based learning was adapted through action research in one-semester courses. Fifteen students in the third semester participated in this study. The data were taken from the results of the pre-test to post-test, interview, and observation. The findings reveal that the use of task-based learning helps the students improve their speaking skills of three indicators assessed: accuracy, vocabulary, and comprehension. The students manage to complete the tasks by conducting various activities through three phases of learning: the pre-task, task-cycle, and form focus. They succeed in improving their speaking skills and gaining their confidence. The students can evaluate their learning in pairs and group works.

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“…Paksoy (2008) determined in his study that drama has a crucial influence on the communicative skills of learners of English as a second language. Nordin et al (2012) investigated that drama in education could integrate the four language skill, that is, reading, writing, speaking and listening, and stimulate students to use the target language frequently and naturally. The above studies indicate that drama is an ideal and effective teaching method in foreign language acquisition.…”

Section: Drama In Educationmentioning

confidence: 99%

“…In addition to the use of drama in the above mentioned disciplines, drama in education has been applied to second and/or foreign language acquisition (Paksoy, 2008;Mok, 2012;Nordin et al 2012). Researchers found that drama is an ideal and effective teaching method in foreign language acquisition.…”

Section: Introductionmentioning

confidence: 99%

The Use of Drama in English Teaching of Chinese Arts Colleges

Wang¹

2017

JAH

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The study of English communication is not only a must to arts majors for international arts communication, but also a big challenge for them to master. The aim of the study is to explore the use of drama activities in English communication class in a Chinese arts college and to determine whether drama activities are beneficial to arts majors' language proficiency and other cognitive skills. For this study, we employed a qualitative method by analyzing students' reflective writings and observing participants' activities. The findings show that drama in education is an effective way to teach college English in a Chinese arts college, so that a more elaborated curriculum design is urgently needed for better teaching and learning.

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Fulfilling the Tasks of Reading, Writing, Speaking and Listening through Drama Workshop

Cited by 6 publications

References 4 publications

Building Community Through Local Drama Activities in the Classroom

Building Community Through Local Drama Activities in the Classroom

Improving Students’ Speaking Skills through Task-Based Learning: An Action Research at the English Department

The Use of Drama in English Teaching of Chinese Arts Colleges

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