The Effects of Creative Drama on Developing Primary School Pupils’ Writing Skills

Çer, Erkan

doi:10.15390/eb.2017.7015

Cited by 5 publications

(3 citation statements)

References 39 publications

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“…The aforesaid findings are supported by the empirical works reviewed in this research. For example, the significant improvement on the academic writing performance of the experimental group who was exposed to literary texts at the start of their English classes finds empirical support in the study of Bloemert et al (2019), Hismanoglu (2005), Michalko (2012), Randolph (2014), Setyowati (2016), Schrijvers et al (2016), Illingworth (2016), Albalawi (2014), Ntelioglou (2016), Cer (2017), Adıguze (2015), and Adam and Babiker (2014). These studies also affirmed the significant effects of literature in enhancing language learning potentials among second and foreign language learners.…”

Section: Discussionmentioning

confidence: 94%

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Fakhroo¹,

Bulaila²

2020

IJEL

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The research explored the effects of integrating literary texts on the writing performance of selected university students. It also documented the attitudes of the university students on the integration of literary texts in their regular writing course and their perceptions on the difficulties they encounter in the writing process. These research objectives were rationalized by the need to address the writing difficulties by applying theoretical assumptions and addressing the empirical gaps of previous studies on the effectiveness of literature as a rich resource in developing language competence. The research participants were composed of first year business students who were enrolled in an ESP course in one of the universities in Bahrain. Each group was composed of 35 students with an equal distribution of male and female participants. A mixed method approach was used to address the core research questions with the primary application of an experimental design. The results revealed that literary text integration is effective in improving the academic writing performance of the university student-participants as indicated by the statistical test, wherein the experimental group (m = 3.35) had a higher level of improvement than the control group (m = 2.93) in terms of their overall writing performance after the intervention. The student-respondents had a positive attitude towards the integration of literary text in their regular writing course. Writing difficulties included the process of writing the introduction, body, conclusions of their academic writing tasks, use of relevant vocabulary communicative achievement, organization, and language use. It was recommended that language teachers should incorporate literary texts that are related to the writing lessons. Educational administrators and leaders may revisit the curriculum and use the empirical results in developing a more relevant language curriculum especially in the area of writing instruction where literary texts could be integrated.

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Section: Discussionmentioning

confidence: 94%

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Fakhroo¹,

Bulaila²

2020

IJEL

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“…Drama, çok duyulu yaşantılar sağlayarak yazılı anlatımda zenginlik yaratır. Birçok araştırma da dramanın yazma becerilerini geliştirdiği sonucunu ortaya koymaktadır (Bağçeci, 2015;Çer, 2017;Kaya Güler, 2008).…”

Section: öRneklem / Araştırma Grubuunclassified

Relationship between Perceptual Learning and Drama in Writing Skill Activities

Ünveren

2018

Ana Dili Eğitimi Dergisi

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Bu çalışmada, yazma becerisi etkinliklerinde algısal öğrenme ve drama ilişkisini, algı çeşitliliği, anlatım zenginliği ve kullanılan kelime sayısı yönleriyle belirlemek amaçlanmıştır. Çalışma, gerçek deneme modellerinden ön-test son-test kontrol gruplu model ile desenlenmiştir. Araştırmanın çalışma grubunu 2017/2018 eğitim öğretim yılında Ankara ili Altındağ ilçesi Peyamitepe Şehit Mehmet Kocakaya İlkokulu'nda öğrenim gören 51 üçüncü sınıf öğrencisi oluşturmaktadır. Veri toplama aracı olarak yazılı anlatım kâğıdı kullanılmıştır ve veriler, içerik analizi tekniğinden yararlanılarak çözümlenmiştir. Araştırmanın verilerinden hareketle yazma becerisinde drama ve algısal öğrenmenin ilişkili olduğu görülmüştür. Drama ve algısal öğrenmenin birlikte yer aldığı yazma becerisi etkinliklerinde algıda çeşitlilik, anlatımda zenginlik ve kullanılan kelime sayısında artış olduğu tespit edilmiştir.

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“…Learning model of discovery learning was developed based on the concepts initiated by Jeremy Burner, the concept is discovery learning [24]. The discovery learning learning model is appropriate for identifying texts through reports of results that have been observed because in the discovery learning model students practice so they can study independently, develop creativity, and students' knowledge in learning [5][6] [10]. The use of the discovery learning model in the teaching and learning process makes students more motivated in learning and enthusiastic in learning so that students are in the learning process [11][20] [4].…”

Section: Introductionmentioning

confidence: 99%

Efforts In Improving The Ability Of Observation Report Text Writing Through Discovery Learning Model Containing Banyumas Culture Of Batiks Making

Praptanti,

Fathonah,

Septriana

et al. 2023

Proceedings of the 2nd International Conference of Humanities and Social Science, ICHSS 2022, 17 December 2022, Surakarta, Cent

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This study aimed to determine improvement in the ability of observation report text writing through discovery learning model containing Banyumas culture of making batiks. This classroom action study was conducted in 2 cycles. The objects of this study were the result of observation report text writing on students' batik making activities. Based on the discussion result, it can be concluded that through discovery learning model, the students could improve their skills in writing observation report text. This was proven by average scores in each cycle, such as: the average score of pre-tests was 53,6, the average score in cycle 1 was 65,55; cycle 2 was 73,05. Moreover, from the observation result, it found that students who have low scores tend to be passive, out of focus, and quickly get bored in learning process. That was proven by students who were sleepy and less enthusiastic caused by exhaustion. In contrast to the students who have low scores, the high-scores students tend to be more active and excited in paying attention during learning process.

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The Effects of Creative Drama on Developing Primary School Pupils’ Writing Skills

Cited by 5 publications

References 39 publications

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Effects of Integrating Literary Texts in Enhancing the Quality of Academic Writing of University Students in Bahrain

Relationship between Perceptual Learning and Drama in Writing Skill Activities

Efforts In Improving The Ability Of Observation Report Text Writing Through Discovery Learning Model Containing Banyumas Culture Of Batiks Making

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