{"id":6262,"date":"2018-03-26T07:12:39","date_gmt":"2018-03-26T07:12:39","guid":{"rendered":"http:\/\/eltweekly.com\/?p=6262"},"modified":"2018-03-26T07:12:39","modified_gmt":"2018-03-26T07:12:39","slug":"research-paper-use-of-drama-based-activities-in-elt-classroom","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=6262","title":{"rendered":"Research Paper: Use of drama-based activities in ELT classroom"},"content":{"rendered":"\n

ELTWeekly, a refereed journal, and newsletter<\/strong><\/p>\n\n\n\n

[ELTWeekly Volume 10, Issue 5 |March 2018 | ISSN 0975-3036]<\/p>\n\n\n

\u00a0<\/p>\n

Use of drama-based activities in ELT classroom<\/p>\n

Dipan Bhatt
<\/strong>Research Scholar
&
Dr. Sunil Shah<\/strong>
Associate Professor, Vir Narmad South Gujarat University, Surat<\/p>\n

Abstract<\/strong><\/p>\n

Drama can encourage students actively participate in teaching-learning process for English language. It can practically be a motivational tool to increase the zest of adapting language capacity. The researcher conducted this research at Navsari High School, Navsari, which involved 50 students of Vernacular Medium class of 9Th standard. Four basic aspects of speaking- Grammar, Fluency, Accuracy and Vocabulary- were taken into consideration for this research, and the same were used to analyse the scores. The data analysis indicated that the mean score of the students\u2019 Pre-test was 7.57, while that of the students\u2019 post-test was 17.78.\u00a0 Hence it signified that use of drama based activities in classroom can really enhance speaking skills of ESL learners.<\/p>\n

Keyword : Drama, Activities, ELT classroom<\/p>\n

Introduction<\/strong><\/p>\n

According to Broughton (2003), English is an international language and most people in the world use this language. It is the most broadly studied foreign language in the world. English is learnt widely either for general or specific purpose in formal as well as information and education from the elementary schools up to higher secondary schools as well as universities or colleges.<\/p>\n

These days the concept of classroom teaching is evolving. Innovating methods of creative thinking, creative activities, and smart classes are changing the old school scenario. A lot many things have been done through dramatic techniques in teaching learning process. The researcher, being closely connected with drama and teaching, has observed that creative abilities, productive thinking, and many such abilities are developed by drama based activities. However, no effective attempts have been made either to implement this method or to evaluate its effectiveness. Hence, the researcher has implemented the method to ESL learners of secondary level. These are some of the drama based activities which can be used in ELT Classrooms.<\/p>\n

1. Introducing self 1<\/p>\n

a) Task objectives<\/p>\n

\u00d8\u00a0 To break the ice between students and teacher<\/p>\n

\u00d8\u00a0 To make them feel special<\/p>\n

\u00d8\u00a0 To motivate them for accurate listening<\/p>\n

b) Task method<\/p>\n

The task is to introduce them one by one in a language they are comfortable with.<\/p>\n

c) Teacher\u2019s role<\/p>\n

\u00d8\u00a0 Here teacher will first give his\/her introduction and then will ask students to give their introduction.<\/p>\n

\u00d8\u00a0 Teacher will listen to them<\/p>\n

\u00d8\u00a0 While students are giving their introduction, teacher will confirm his\/her name and then will ask a question from his\/her introduction. To give example, teacher may ask a student, if he\/she has spoken about his\/her favourite subject, why the particular subject is his\/her favourite question.<\/p>\n

d) Learner\u2019s role<\/p>\n

\u00d8\u00a0 Here, 46 students are supposed to give their introduction in the language they are comfortable with.<\/p>\n

\u00d8\u00a0 They will give their introduction one by one.<\/p>\n

\u00d8\u00a0 They are also supposed to recollect a particular thing from everyone\u2019s introduction.<\/p>\n

2. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Warming up activities -1<\/p>\n

a) Task objectives<\/p>\n

\u00d8\u00a0 To build a rapport with the teacher<\/p>\n

\u00d8\u00a0 To make them free from the traditional schools environment<\/p>\n

\u00d8\u00a0 To make them a better listener<\/p>\n

\u00d8\u00a0 To make them understand the difference in intonations<\/p>\n

b) Task method<\/p>\n

In this session, the task divided into mainly two different stages.<\/p>\n

\u00d8\u00a0 Students are supposed to form a circle of on big group and then follow the instructions of teacher while walking in the circle.<\/p>\n

\u00d8\u00a0 Being Chorus \u2013 where a person says a line and other repeats the line<\/p>\n

\u00d8\u00a0 Chinese whisper \u2013 5 groups of 9 students. The first student will read a very short story from a book. He will tell the same story in the second person\u2019s ears. Second person will tell the third, and the line follows. The last person will tell the same story that he has been told by the previous person.<\/p>\n

c) Teacher\u2019s role<\/p>\n

\u00d8\u00a0 Teacher will ask them to form a circle and will instruct them to change the activities while doing one activity. Teacher will first ask them to walk in a circle while counting numbers.<\/p>\n

\u00d8\u00a0 After the start putting their steps on the same time teacher will ask them to stop and then he will start counting the numbers. He will increase the speed slowly and decrease the speed. And then, teacher will ask them to stop.<\/p>\n

\u00d8\u00a0 Teacher will ask them to walk again and this time he will be speaking the dialogues of famous Hindi films, as students are connected with them more. Here, teacher will use few dialogues from Hindi films, translated in English. Such as: \u201cWe have been getting dates on dates, dates on dates, dates on dates milord, but no justice.\u201d \u201cHow will you know the price of a pinch of vermillion Sir Ramesh?\u201d \u201cWhen this 2.5 kg hand falls on a man, he doesn\u2019t rise. He dies.\u201d \u201cDo me a favour that you will not do me favour.\u201d Etc. teacher will ask them to repeat the original dialogue if they get it.<\/p>\n

\u00d8\u00a0 After the circle, teacher will ask students to repeat the dialogues he speaks in exactly the same way in which the teacher is speaking. Starting from the one-liners to comparatively longer one. The teacher started with, \u201cMongambo Khush Hua.\u201d and he ended with, \u201cAaj mere paas building hai, property hai, bank balance hai\u2026.tumahre paas kya hai? Kya hai tumhaare paas?\u201d<\/p>\n

\u00d8\u00a0 After Chorus, teacher will form five groups of nine students each and ten in one group. Teacher will, then, give all the first member of each group a different story to read.<\/p>\n

d) Learner\u2019s role<\/p>\n

\u00d8\u00a0 \u00a0Students will form a circle and walk in circle while counting numbers, that will automatically make all the students put their steps on the same time.<\/p>\n

\u00d8\u00a0 After they start putting their steps on the same time, teacher will ask them to stop and he will start counting. While counting the numbers, teacher will increase and decrease the speed. As a result, students will start walking according to the speed the teacher is counting the numbers.<\/p>\n

\u00d8\u00a0 Students will listen to the English dialogues and translate them into Hindi and they will automatically walk according to the teacher\u2019s speed of speaking the dialogue. That\u2019s how our body and our words are connected. They will also listen to the teacher carefully to translate the dialogues.<\/p>\n

\u00d8\u00a0 After the circle, students are supposed to do chorus, where they will repeat the lines of famous Hindi films, in exactly the same tone variation that teacher is speaking with. That will enable students to understand the tone variation of the dialogues and the requirement of it while communicating.<\/p>\n

\u00d8\u00a0 After the chorus, students will be divided into five different groups and the first member of each group will be given a story to read. He\/she, then, tell the same story in second student\u2019s ear and they continue the line. The last person will speak the story loudly. There students will come to know that how story is distorted from first person to the last. And that\u2019s how they will come to know the impact of accurate listening and poor listening.<\/p>\n

3. Reading aloud dialogues of scripts<\/strong><\/p>\n

a) Task objectives<\/p>\n

\u00d8\u00a0 To make them aware about the articulation of dialogues<\/p>\n

\u00d8\u00a0 To develop skill of reading aloud<\/p>\n

\u00d8\u00a0 To enable them to read punctuation marks with intonations<\/p>\n

b) Task method<\/p>\n

This task is also divided primarily in two divisions. First teacher will give a demo that how dialogues of a play should be read aloud. Teacher will read the whole script. Teacher then will ask students to read one or two lines one by one just as the teacher has shown.<\/p>\n

c) Teacher\u2019s role<\/p>\n

\u00d8\u00a0 The teacher will first do the reading of a whole script aloud in front of them with intonations and punctuation marks.<\/p>\n

\u00d8\u00a0 The teacher will then ask them to speak one or two dialogues in the way the teacher speaks. He asks him to copy the way the teacher is speaking the dialogues.<\/p>\n

d) Learner\u2019s role<\/p>\n

\u00d8\u00a0 Learners will listen to the teacher while teacher is speaking aloud the dialogues of the script.<\/p>\n

\u00d8\u00a0 After the reading is over, teacher will make them speak different dialogues of the script form the play that teacher was reading aloud. They will repeat the dialogues one by one as teacher is showing them to speak.<\/p>\n

4. Story telling<\/strong><\/p>\n

a) Task objectives<\/p>\n

\u00d8\u00a0 To make them aware about the expressions play a vital role in communication<\/p>\n

\u00d8\u00a0 To enable them to narrate a story English.<\/p>\n

b) Task method<\/p>\n

Here in this task, teacher will tell a story to the students with expressions and intonations. And students will also tell different stories in English.<\/p>\n

c) Teacher\u2019s role<\/p>\n

\u00d8\u00a0 Teacher will tell a story to the students by using simple sentence structures. Teacher will also use expressions and intonations while telling the story. Teacher will make them understand the importance of expression and gestures while communicating.<\/p>\n

\u00d8\u00a0 At the time when learners tell the story, teacher will give reflection and will ask other students to reflect on the story.<\/p>\n

d) Learner\u2019s role<\/p>\n

\u00d8\u00a0 Learners will listen to teacher\u2019s story.<\/p>\n

\u00d8\u00a0 They will narrate the story as teacher had set the demo for them to understand. They will select the story of their interest areas and the stories that they have learnt in the past.<\/p>\n

5. Give me a life<\/strong><\/p>\n

a) Task objectives<\/p>\n

\u00d8\u00a0 To improve their creative writing skills<\/p>\n

\u00d8\u00a0 To enable them to think out of the box<\/p>\n

\u00d8\u00a0 To motivate them for conversation<\/p>\n

b) Task method<\/p>\n

Here in this task, students are supposed to make dialogue with an inanimate object of their surroundings.<\/p>\n

c) Teacher\u2019s role<\/p>\n

\u00d8\u00a0 Here, once again, will give a demo by communicating with an inanimate object. After that teacher will instruct them to do the exercise. Teacher may help them in some parts of the dialogue if they find some difficulties in writing. Teacher will not help in deciding the topic of their conversation.<\/p>\n

d) Learner\u2019s role<\/p>\n

\u00d8\u00a0 After they are assigned the task, they will start preparing the dialogues with an inanimate object in Gujarati first. They will given time for the preparation.<\/p>\n

\u00d8\u00a0 After the preparation, they will start performing the dialogues with the inanimate object they have selected.<\/p>\n

\u00d8\u00a0 After they perform in Gujarati, they will be given time for preparing dialogues in English. This time, they can select any topic than they had selected earlier.<\/p>\n

\u00d8\u00a0 After the preparation, they will perform one by one.<\/p>\n

Method of research<\/p>\n

The researcher chose Pre-experimental research method by using group pre-test and post-test design as the researcher also wanted to investigate the effectiveness of using drama in ELT classroom.<\/p>\n

The researcher had conducted a pre-test (O1) for the 50 participants of the students of vernacular medium school. After the pre-test researcher introduces them to the tasks he has designed for them. Following the experimental treatment, the researcher has again measured group attitudes by post-test (O2).<\/p>\n

Analysis<\/strong><\/p>\n

It is essential to classify and analyze the rough data that are obtained by the researcher so that they can be interpreted accurately. Until these data are classified and analyzed statistically, they are not meaningful. Interpretation of the data actually means the synthesizing of the results with methodology approach, conditions of study and related works. In fact, a clear understanding of the variables engage the sampling process, the methodology, the statistical procedures etc. have to be considered at the stage of interpretation. The data are critically reported through textual discussion and tabular and graphic devices.<\/p>\n\n\n\n\n\n\n
H <\/strong>There will be no significant difference between the mean scores of Pre- test and Post-test of experimental group.\n

\u00a0<\/p>\n

Table: 1.0 Paired Samples Statistics<\/strong><\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/td>\nMean<\/td>\nN<\/td>\nStd. Deviation<\/td>\nStd. Error Mean<\/td>\n<\/tr>\n
Pair 1<\/td>\nExperimental Posttest<\/td>\n17.78<\/td>\n46<\/td>\n5.432<\/td>\n.801<\/td>\n<\/tr>\n
Experimental Pretest<\/td>\n7.57<\/td>\n46<\/td>\n4.875<\/td>\n.719<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/p>\n

The obtained data from the test scores present that the overall mean of the pre-test was 7.57 and the standard deviation was 4.87 where as the overall mean score of the post test was 17.78 and the standard deviation was 5.43. Table 1.0 reveals the details information about the pre-test and post-test scores.<\/p>\n

Table: 1.1 Paired Samples Correlations<\/p>\n\n\n\n\n\n
Table: 1.1 Paired Samples Correlations<\/strong><\/td>\n<\/tr>\n
\u00a0<\/td>\nN<\/td>\nCorrelation<\/td>\nSig.<\/td>\n<\/tr>\n
Pair 1<\/td>\nExperimental Posttest & Experimental Pretest<\/td>\n46<\/td>\n.345<\/td>\n.019<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The researcher went ahead by analyzing a correlation analysis of the pre-test and post-test and observed that the details of the correlation analysis depicts a significant value of correlation of 0.345(which falls between 0 and 1) with a significance of 0.019. This indicates that the overall scores of the pre-test and post-test were highly correlated. Details on correlation analysis of the pre-test and post-test scores are provided in the above Table 1.1.<\/p>\n

Table: 1.2 Paired Samples Test<\/p>\n\n\n\n\n\n\n\n
Table: 1.2 Paired Samples Test<\/strong><\/td>\n<\/tr>\n
\u00a0<\/td>\nPaired Differences<\/td>\nt<\/td>\ndf<\/td>\nSig. (2-tailed)<\/td>\n<\/tr>\n
Mean<\/td>\nStd. Deviation<\/td>\nStd. Error Mean<\/td>\n95% Confidence Interval of the Difference<\/td>\n<\/tr>\n
Lower<\/td>\nUpper<\/td>\n<\/tr>\n
Pair 1<\/td>\nExperimental Posttest – Experimental Pretest<\/td>\n10.217<\/td>\n5.918<\/td>\n.873<\/td>\n8.460<\/td>\n11.975<\/td>\n11.710<\/td>\n45<\/td>\n.000<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The T-value collected from the analysis of the overall mean scores of the pre-test and post-test was 11.710. The details of the paired T-test analysis for the pre-test and post-test scores highlighted that the P-value of significance was 0.000, at the level of 0.04 which basically means that there was a significant difference between the overall mean scores of the pre-test and post-test. The mean of the paired difference was 10.217 which advised that the overall average score of the post-test was high compared to the pre-test score. Thus, the findings could determine that the significant differences found in the overall means scores of the pre-test and the post-test were not due to chance but due to the treatment, that is, due to the drama based activities. As a result, the analysis obtained could be useful in rejecting the first null hypothesis of the study.<\/p>\n

Conclusion<\/p>\n

Therefore, the finding from the analysis could establish that there is a significant difference between the overall mean scores on the pre-test and post-test of the students who participated in the drama based activity to enhance speaking skills.<\/p>\n

There are number of other activities as well, which can be used in classrooms. These activities increase students\u2019 confidence. Use of drama in classroom involves creativity in it. It also develops students\u2019 creativity. Students start thinking out of the box. They enhance their grasping power as well. It has been observed over a period of time that such activities in classroom, improve students\u2019 result in other subjects as well.<\/p>\n

Suggestions<\/p>\n

The researcher suggests that the policy makers shall incorporate drama and drama based activities as one of the components of regular teaching to ESL learners at secondary level. At the same time, this research work dealt with ESL learners at secondary level. The similar research can be under taken in at primary level, higher secondary level and even at university level.<\/p>\n

References<\/strong><\/p>\n

Barbu, Lucia (2007) Using Drama techniques for teaching English. Retrievedon 17\/7\/2010 from http:\/\/forum.famouswhy.com\/index.php? Show topic=1150<\/p>\n

Broughton, Geofrrey. 2003. Teaching English as a Foreign Language. London: Franchise-Library University.<\/p>\n

Dailey, Michael (2009): Acting out: A one-year drama class to increase participation. In:\u00a0The Language Teacher, 33(2). (\u00a0http:\/\/jalt-publications.org\/tlt\/articles\/452-acting-out-one-year-drama-class-increase-participation<\/p>\n

Mouly, G. J.(1964) \u201cThe Science of Educational Research\u201d ,Eursia Publishing House, New Delhi, p.326<\/p>\n

\u00a0<\/div>","protected":false},"excerpt":{"rendered":"

ELTWeekly, a refereed journal, and newsletter [ELTWeekly Volume 10, Issue 5 |March 2018 | ISSN 0975-3036] \u00a0 Use of drama-based activities in ELT classroom Dipan BhattResearch Scholar&Dr. Sunil ShahAssociate Professor, Vir Narmad South Gujarat University, Surat Abstract Drama can encourage students actively participate in teaching-learning process for English language. It can practically be a motivational […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","omw_enable_modal_window":"enable","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[365,372],"tags":[],"class_list":["post-6262","post","type-post","status-publish","format-standard","hentry","category-volume-10","category-volume-10-issue-5","entry"],"_links":{"self":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/6262","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6262"}],"version-history":[{"count":0,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/6262\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6262"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6262"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6262"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}