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Engaging Learners’ Comprehension, Interest and Motivation to Learn Literature Using the Reader’s Theatre

Presenter: Heng Mindy JenInstructor: Dr. Pi-Ying Teresa HsuDate: March 16, 2011

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CitationKabilan. K. M., & Kamaruddin. F.(2010, Decemeber ). Engaging learners’ comprehension, interest and motivation to learn literature using the reader’s theatre. English Teaching: Practice and Critique,

9(3), 132-159.

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ContentsIntroduction

Literature Review

Methdology

Results

Conclusions

Reflections 2011/3/16

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IntroductionLiterary pieces for the literature

components in the Malaysian English language

teaching curriculum are identified by the

Malaysian Ministry of Education (MOE).

Difficult to understan

d

Cultural

alienationComprehension

Interestmotivation

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Literature Review

RT is well accepted as “an oral presentation of drama, prose or poetry”. (McCaslin, 1990, p. 263)

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Literature Review

The reading engagement is “active, analytical, socially negotiated and interpreted through both verbal and non-verbal means”. (Wolf, 1993, p.541)

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Literature Review

4 POSITIVE IMPACTSReading attitude Reading confidenceWriting skills Oral fluency

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Purpose

To discern if RT is able to enhance learners’ understanding of the literacy texts and increase learners’ interest and motivation to learn literature2011/3/16

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Research Questions

What are the learners’ comprehension levels to learn literature before and after literature learning through the RT?What are the learners’ interest and motivation levels to learn literature before and after literature learning through the RT?2011/3/16

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Theoretical FrameworkKolb’s Experiential Learning Model for readers’ theatre

1st phase:Abstract Conceptualization

2nd phase:Active Experimentation

3rd phase:Concrete Experience

4th phase:Reflective Observation

Personal Evaluation(characterization)

Peer Evaluation(Successful learning)

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MethodologyParticipants 20 Age 14

Education Advanced-level classes in a premier school

Location North of Peninsular Malaysia

Background 1. Feel painful on reading2. Not enjoyable

Time 6 months

10 10

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ProceduresNormal Teaching

First stage (before RT)

RT ExperimentalSecond stage

(after RT)

Reading & UnderstandingPotato People

ResearchQuestionnaire 1Interview 1

January – February

RT ImplementationAbstract ConceptualizationActive ExperimentationConcrete ExperienceReflective Observation

March

ResearchQuestionnaire 2Interview 2

March - June

Teacher Observation2011/3/16

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Instruments

5-level Likert scale

Interview

Teacher observati

on

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Questionnaire

Comprehension problems

Interest & motivation problems

Reliability= 0.81

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Questionnaire

T-test is not valid.

Sample Size=20

Wilcoxon matched-pairs signed-ranks test (配對組符號檢驗)

Main limitation

Ho: There is NO SIGNIFICANT difference between learners’ comprehension, interest and motivation levels before and after experiencing RT.

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Interviews

Do you like learning literature? Please explain your answer.

What are your opinions and feelings of learning literature using the RT?

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It made all of us involved become creative.

We discussed how to present our chapters more interestingly, for example, how to act scenes out, what head gears to wear and the props to use. My group wanted to impress others with the most interesting presentation.

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Samples of interviews

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Teacher Observation

1st and 2nd stage

Provide clear explanation

Overpowering claim to validity

But imagination, creativity and role assuming in RT helped them realize their potentials.

Students were interested to know what the RT project was all about.

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Wilcoxon matched-pairs signed-ranks test and sign Test statistics for the comprehension construct

.001

.015

.002

.001

.144

p ＜ .05

p ＞ .05

There is a significant effect on comprehension levels to learns.

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Wilcoxon matched-pairs signed-ranks test and sign Test statistics for the interest & motivation construct

.003

.000

.001

.000

.032

p ＜ .05

There is a significant effect on interest and motivation levels to learners.

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Conclusions The learners’ comprehension of the literary text was increased, as well as their interest and motivation.

The learners enhanced their creativity and critical thinking skills.

The learners also used different ways and abilities to solve problems,

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Reflection

Due to the small sample size, the findings of this study cannot be generalized to other contexts.2011/3/16

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Sweet are the use of adversity,Which like a toad, ugly and venomous,Wears yet a precious jewel in his head. (William Shakespeare)

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There is a history in all men’s lives. 每個人的生命都是一部歷史。