USING DRAMA ACTIVITIES AS A CATALYST IN IMPROVING COMMUNICATIVE CONFIDENCE: A CASE STUDY

ADY MUKHTARRUDIN BIN MUSTAFFA NG

UNIVERSITI TEKNOLOGI MALAYSIA

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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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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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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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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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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

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35

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LIST OF APPENDICES

Appendix A Feedback form Appendix B End-workshop questionnaire

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.