MY PROPOSAL IS DONE...

CHAPTER ONE

1.1 Introduction
The case study is aimed to investigate and show the use of dramatization as an approach in teaching the aural/oral skills to a class of year three learners in Sekolah Kebangsaan Sungai Leman, Sekinchan, Selangor. It gives perceptions and ideas on how dramatization helps in teaching and learning. These young learners will undergo a series of course on dramatization in the ESL classroom. They need a different kind of approach to help them communicate in the second language so they need to be exposed to different words and sentence used in different situations when communicating with others.
It will take about a year to complete the study. For the case study, the learners will be involved in drama activities besides the normal lessons. Since there are two assessments of SBOA, i.e. the first one in May and the second in October, the course of dramatization will begin right after the first SBOA which probably be in June until September.

1.2 Background of the Study
For centuries, English has been a world language or ‘lingua-franca’, used world-wide for international communication although in reality it is not the language with the largest number of native or ‘first’ language speakers, Harmer.J (2006:1). He further adds that the language is widely adopted for communication between two speakers whose native languages are different from each other’s and where either or both speakers are using it as a ‘second’ language. Factors, such as historical, economic, and also cultural had contributed to the spread of the language.
Since 2003, English has been used in the teaching of Mathematics and Science (EteMS- English in the Teaching of Mathematics and Science) in the Malaysian school curriculum. Pupils do not only learn the English Language as a subject but they also use the language in learning Mathematics and Science. These three subjects which are taught in the English Language are part of the five compulsory subjects in the Ujan Pentaksiran Sekolah Rendah (UPSR). The other two subjects are Bahasa Melayu (Comprehension) and Bahasa Melayu (Writing). These pupils are required to sit for the UPSR in their sixth or final year of their primary education. As such, they have to be proficient in English to enable them to understand these subjects easier.
Learners with good proficiency have more advantage in learning and even opportunities in pursuing for higher education and career. Proficient learners of L2 are able to gain access to the vast knowledge in various fields of learning such as Sciences and Technology in institutes of higher learning whether locally or abroad.
Learning English should be fun for the young learners in the primary. They should not be forced to learn the language rules in order to learn the language. They need activities suitable to their nature as children like to imitate the older ones. They love music, songs and games. When the learning is fun, without stress, they would learn better, faster and easier.
Learners of the second language should learn the four skills of language; listening, speaking, reading and writing skills. One skill is not complete without the other.
According to Chitravelu (2005), “the aim of English Language instruction in Malaysian schools is to enable the learners to communicate effectively and efficiently in English in social and professional situations. They should be able to use the language for different purposes which mean that the learners need to learn to listen and understand, read and understand, speak and write accurately, fluIn Malaysia, an oral assessment is carried out to test the learners’ oral abilities, which is known as the School Based Oral Assessment (SBOA). It was proposed by the Malaysian Examination Syndicate in 2003. Unlike other national level examinations, the SBOA is administered by the subject teachers themselves in school. The assessment is carried out twice a year, during the first semester (May) and the final semester (October).
The SBOA is carried out on pupils from Year One to Year Six, using five different models. The scores are given based on four constructs. The five models are:
i. An Individual Assessment (Model One)
Teacher asks questions based on stimulus (word cards, pictures etc). Pupil answers the questions and teacher awards score according to the four constructs.
ii. Pupil And Listener Assessment (Model Two)
Teacher asks pupils to retell a story to their friends (listeners). They share information about a story. Teacher awards score to the teller (pupil) only.
iii. Pupil And Peer Assessment (Model Three)
Pupil chooses his/her own peer or teacher appoints the peer. Teacher gives a list of questions to the peer. Teacher gives stimulus to the pupil. Peer asks questions prepared by the teacher to the pupil. Teacher observes the interaction between the pupil and peer but awards score to the pupil being assessed only.
iv. Pair Work Assessment (Model Four)
Each pupil participates in giving ideas to the same visual stimulus. Pupils describe what they see. Scores are awarded to individually based on the ideas they present.
v. Group (three’s or four’s) Assessment (Model Five)
Teacher gives the group a visual stimulus. Teacher asks the group of pupils to discuss among themselves the given visual stimulus. Pupils give relevant information and respond to enquiries made by the pupils in the group. Teacher observes and awards the score to the pupils in the group.
The four constructs used to awards the score are:
i. Grammar and Vocabulary
ii. Pronunciation and Intonation
iii. Fluency and Rhythmic
iv. Ethics and Mannerism


CRITERIA FOR SCHOOL-BASED ORAL ASSESSMENT
Construct Grade Scoring Criteria
Grammar
and
Vocabulary A
B
C
D Excellent use of language
Proper use of language
Satisfactory use of language
Minimal use of language
Pronunciation
and
Intonation A
B
C
D Excellent pronunciation and intonation
Good pronunciation and intonation
Satisfactory pronunciation and intonation
Poor pronunciation and intonation
Fluency
and
Rhythm A
B
C
D Very fluent and coherent
Fluent and clear but with occasional pauses
Fairly fluent with long pauses
Lack fluency with long pauses
Ethics
and
Mannerism A
B
C
D Respond with excellent mannerism
Respond with good and appropriate mannerism
Respond with satisfactory mannerism
Respond impolitely and inappropriately


During the assessment, the learners sometimes choose to either keep silent or do ‘code switching’ using their ‘mother tongue’. Teachers find that a majority of the learners are unable to speak or respond in English. Obviously, the School-Based Oral Assessment (SBOA) which is carried out in the primary schools during the mid-semester and the final semester examinations does not really give a distinct indication of the learners’ true ability in the targeted skills.
Referring to the SBOA report made by the chief examiner in the Malaysia Examination Syndicate, Mr Rangit Singh, which is based on the assessment conducted on 85,808 candidates bin Selangor in 2008, it is found that the number of learners who scored A in Grammar and Vocabulary was 19, 019 candidates (22%). There were 21,565 candidates (25.1%) scored A in Pronunciation and Intonation; 19,211 candidates (22.4%) in Fluency and Rhythmic; there were 38,782 candidates (45.2%) scored A in Ethics and Mannerism. Hence from the data collected, it can be concluded that the pupils in actual fact have not done well in their oral assessment although they excel in English Paper in UPSR.
Generally, in language learning, even though all the four skills are needed, it is crucial that learners are able to listen and speak first. As stated by Chaney (1998:13), “speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts”. Therefore, L2 learners should be given lots of exposure and ample practices besides motivation and encouragement. One way of helping them is by creating the best and conducive conditions for learning and getting a firm grasp of a wide range of learning techniques and procedures. These techniques and procedures may accommodate the language learning environment of the classroom. Thus, would help them do better in the SBOA.
In the UPSR, the learners are tested on their two skills; reading and writing. They are taught and drilled on the techniques of answering and writing for the examinations. In fact, lessons are geared towards answering examination questions. When teachers concentrate more on teaching reading and writing skills, they seem to neglect the teaching of listening and speaking. Hence, the teaching and learning process become too examination oriented. Rules of the language are taught to the learners in preparing them for the written examination.
However, the aural and oral skills are still important in English language learning as Byrne (1996:4) stresses that teachers must help the learners in the most realistic way possible because they will need the language for a “variety of communicative purposes”. Therefore, it is crucial that learners, besides being able to read and write in English, they should also be able to comprehend and speak the language appropriately.
There are some things a teacher should consider when teaching aural and oral skills in primary school. The teacher needs to introduce simple but captivating activities. They have to be told that they will not be punished for making mistakes during the learning process. They should not be condemned or being discouraged, because as stated by Byrne (1996:4), “Learners need to be given regular and frequent opportunities to use the language freely, even if they sometimes make mistakes as a result and free expression is more important, and it is a great mistake to deprive students of this opportunity”.

1.3 Problem Statement
This case study is conducted to find the effects of dramatization approach and drama techniques in the teaching of listening (aural) and speaking (oral) skills among the Year 3 Kancil learners of a rural primary school at Sungai Leman, Sekinchan, in the district of Sabak Bernam, Selangor. It will also look into the different views and attitudes which are related to the learners’ achievement and performance.
These learners have learnt English language for the past two years. It is expected that they would be able to use some words, phrases and sentences in their daily conversation among them or communicating with others especially with teachers. They have learnt how to greet people, asking for permission and requesting politely. These might not be a sufficient type of exposure and experience to them as what they learn in school is based on the syllabus. They have limited vocabulary with little experience and exposure in and outside school.
According to the Malaysian School syllabus, (Huraian Sukatan Pelajaran Malaysia) the language skills are divided into 4: aural skill, oral kills, reading skill and writing skills. This indicates that in Language learning, these 4 skills are vital. Hence, they not only need to learn the rules of the language but they should be able to understand, speak, read and write the language. Another cause is that they are afraid to be laughed at for making mistakes. So, eventually, the learners are more comfortable corresponding in their mother tongue throughout their primary years. As a result, they never have experienced speaking freely and effectively. Some common problems faced are observed. These problems are shared by teachers too.
It has also been observed that during oral assessment (SBOA), when the learners are asked to respond or tell about their family, they will talk only on the same and similar things like; names of parents, age, likes and dislikes, occupation and favourite food or colour. The scope is very small and often done in matter of seconds or in two to three sentences. There is no creativeness shown because they do not have the knowledge of grammar, the vocabulary and the skill to speak or deliver effectively. By reading and writing alone, will not help them to overcome their weaknesses. The listening and speaking skills have to be taught either separately or together with reading and writing skills.
One particular reason why there are only few of them who are able to use English to communicate is the unsupportive environment especially in the rural. There is very limited use of English at home, at school and in the community. They find very little need of using the language among them. As time passes by, as they grow, from primary to secondary students, these young learners still have not developed the skills of listening and speaking the L2 despite their excellence in the reading and writing skills.
In the environment where the study is conducted, there is very minimum usage of L2. The common language used among the learners, parents, peers as well as teachers are their mother tongue. Therefore L1 is the preferred tool of communication. What causes the setback? What make them reluctant to use English in their daily communication?
Another factor contributing to the problem is the physical arrangement of the classroom. Firstly, the size of the class might be too big which hinders effective communication. Secondly, the arrangement of the pupils’ seats rarely favours communication but restrict their movement within the classroom. Finally, the time allocated for the period of English especially for teaching the aural and oral skills is insufficient.
In school cross curricular activities, teachers have to encourage, persuade, motivate and train the learners to speak especially for some events or competition such as ‘story telling’ and ‘public speaking’ held between schools and districts. But there are only a few of the kind (learners). Schools are considered lucky to have such learners who probably come from English educated families.
The failure in mastering these skills could also be caused by inadequate listening and speaking practices. The early process of L2 learning has not helped much in development of the skills among them. However, this is not considered as total failure because most of these rural learners are able to further their studies using L2, which also proves that they are capable of reading and writing in English and excel in their respective fields although they still lack the capability, the ability what more confidence when it comes to speaking or communicating orally.

1.4 Conceptual Framework
At the beginning, the subjects (respondents) will be assessed on their oral which may take about two to three weeks. This oral assessment (SBOA) act as a pre- test and the result of the achievement will be recorded. The subjects performance during the assessment will be observed and recorded as data. The interview as one of the instrument to gather information is carried out on the learners and a few English teachers selected. Then the dramatization course will begin after the researcher has analysed the weakness of the subjects’ performance and decides on what level of weakness they are weak in. This course will start with organisation of the learners as subjects of the case study. Twenty-four subjects (from the class of year 3 Kancil) identified will be divided into their level of achievement in the SBOA. The dramatization course will take about three months. The duration will be sufficient enough for the subjects to complete the various drama activities and practices which are prepared according to their needs . Another observation is carried out on the involvement of the subjects in the course. The particulars of the observation will be taken as supportive data later. When they are ready for the next oral assessment, the researcher will conduct another SBOA as post-test. The results again will be taken for analysis.The pre-test and the post-test results are analysed to identify if there are any differences and to find out whether there is a relationship between the post-test achievement and the dramatization strategy.

Diagram 1.4.1: Conceptual Framework
















1.5 Objectives of the Study
• General Objectives:
This study is to investigate if dramatization is an effective technique in improving pupils’ aural and oral skills as a preparation for them to be assessed in the School Based Oral Assessment (SBOA) and for their communication needs.
• Specific Objectives:
This study is to
(i) investigate the effectiveness of using dramatization as a technique in improving the pupils’ ability in their listening and speaking skills in an ESL classroom;
(ii) evaluate the pupils’ perception of dramatization in the learning of aural and oral skills.
(iii) determine the pupils’ performance in the School Based Oral Assessment (SBOA).

1.6 Research Questions
1. To what extent do the learners show improvement in the aural and oral skills after using drama activities as a learning strategy?
2. Is there any relationship between the percentage of improvement of learners achievement in SBOA and the course of dramatization they have undertaken?
3. To what extent do the learners have fun with the activities?
4. Has dramatization helped the learners improve their aural and oral skills?
5. Have the learners improved and gained confidence in speaking L2 with their peers and teachers?

1.7 Research Hypothesis
i) Learners who have participated in the drama activities will show improvement in their aural/oral skills as a learning strategy.
ii) There is a relationship between the percentage of improvement in Learners’ achievement in SBOA and the dramatization course they have undertaken.
iii) The learners have fun doing the drama activities.
iv) Dramatisation has helped improve the learners’ aural and oral skills.
v) The learners are more confident to speak the L2 with peers and teachers.

1.8 Operational Definitions
Definitions of several words and phrases associated with this study are given:
1.8.1 Dramatisation
Language personalization or activities where language learners are allowed to own the simple and mechanical language by involving their personalities. It is much simpler than drama.
(Sarah Philips-Oxford 2002)
1.8.2 Strategies
Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end or planned designs for controlling and manipulating certain information. They vary wide within the individual.
( Brown,H.D, 2001210)
1.8.3 Target language
The language that students want or need to learn.
(Chitravelu,Sithamparan & Teh, 2005:380)
1.8.4 Discourse
A way of talking or writing about phenomena, events or social relationships which reflect conventional ways of doing things in a particular society, as determined by its major social institutions.
(Wallace, 2008:145)
1.8.5 Mother Tongue
The language first learned. Many children learn more than one language from birth and may be said to have more than one ‘first’ language.
ghtbown, 2006:199)
1.8.6 Technique
Specific activities manifested in the classroom, which are consistent with a method and therefore in harmony with an approach as well.
(Brown, 1994:158)
1.8.7 SBOA
School Based Oral Assessment- English Oral evaluation conducted on primary and secondary school learners based on constructs of grammar and vocabulary, pronunciation and intonation, fluency and rhythm, ethics and mannerism.
(Malaysia Examination Syndicate, 2003)
1.8.8 EteMS
English in the Teaching of Mathematics and Science.
(Malaysian Curriculum Development Center, 2003)
1.8.9 ESL
English as a Second language

1.9 Significance of the Study
This study will help the language teachers particularly those in the rural areas develop their learners’ aural and oral skills in the ESL classroom. It will also show how the teacher gauges the rate of success and moreover discover what are the input that leads to the success. Apparently, the study may also contribute as useful and enhanced strategies to the other ESL teachers and other teachers teaching other languages

1.10 Limitations of The Study
i. The outcome of the research cannot be generalized because it is only based on a small portion or part of a study population
ii. Time constraint; the case study need to be done in the school days, following the formal time- table of the class. There is restricted time management where the researcher has to plan the lesson appropriately so that it is convenient for both, the learners as well as for the researcher without interrupting the other teachers’ subject needs.
iii. Since this is a case study, only the class selected is involved. During the period of study, learners will have the advantage of learning new things other than the routine ones.

1.10 Conclusion
The case study focuses on the use of dramatization as a strategy to enhance and teach aural and oral skills to primary school learners. The outcome of the method and strategy used is examined thus in the end will study the learners’ perceptions on the drama activities in the ESL classroom. The next chapter will highlight some opinions and discussion on relevant literature on dramatization in teaching ESL.


CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction
The experience that learners gain through dramatization in Language learning could help learners to speak the language. This depends on the meaningful activities in which the learners are involved. This chapter discusses on the usefulness of dramatization employed in the teaching of language and how it helps in developing the aural-oral skills among the rural primary school language learners. It also presents information on the oral assessment which the learners have to undergo as a requirement in their studies. In addition, there are relevant literature describing the suitable techniques and types of drama, the advantages of drama activities selected in the language teaching by some educationists and researchers.
Listening is much related to language learning. It provides much of the input and data that learners receive in learning a language. The learners’ listening attention to the language facilitates them in the language learning. Listening as a complex process has many interpretations; Rivers (1981) says that, “we listen twice as much as we speak, four times as much as we read and five times as much as we write”. She means listening skill is very important in our daily life and she believes it is an active process. Next, Rubin (1965:7) states that, listening is conceived as an active process in which listeners select and interpret information which comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express.
According to Nunan, (www.jalt-publications.org/tlt/articles/2003/07/nunan), “listening is the most important of all four macroskills: listening, speaking, reading and writing. It is the gasoline that fuels the acquisition process”.
Rost (2002:279) defines listening as the mental process of constructing meaning from spoken input whereas Krashen (www.sdkrashen.com/SL Acquisition and Learning/index.html) states that without access to the comprehensible input in a language, one will never acquire that language.
Krashen further adds that real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that learners really want to hear (http://www.languageimpact.com/articles/rw/krashenbk.html).
From the above interpretations, we can conclude that listening is an important input for speaking. Listening as input should be comprehensible to listeners. For learners to learn to speak or acquire a language, it is better that they learn it in meaningful situations.

2.3 Speaking (Oral) Skills
Speaking is oral communication which is a two-way process between the speaker and listener (s) and it involves the productive skill of speaking and the receptive skill of understanding (Byrne, 1997:8). Both the speaker and listener have a positive function to perform. The speaker encodes the message he wishes to convey in appropriate language, while the listener decodes or interpret the message.

Speaking is also a crucial part of the language learning process. Learners use the language to speak and thus expand their knowledge. The speaking skills that they have developed will enable them to manage the various communication situations that they may encounter outside the classroom. According to Thornbury (2005:1), ‘an average person produces tens of thousands of words a day’. But what if one has to do it in a foreign language, such as English? How many can one produce a day?

2.4 Imitation
Children are good at imitating. They learn to speak their first language by imitating and repeating the language of their parents. According to Skinner’s theory of Behaviourism, their learning or acquisition of the language is reinforced by parents’ praises and rewards. For example, whenever a child utters a word, a phrase or a sentence, he or she will be praised or given a hug. The child continues to speak until the language is learned and it becomes a set of habits which reflect the model employed by the parents. According to Lightbown (2006:10), the behaviorists viewed imitation (word-for-word repetition) and practice (repetitive manipulation of form) as the primary processes in language development. These processes of imitation and practice are effective enough for the native speakers of English in learning their native language but what about learners from a non-native speaker in learning that language?

2.5 Teaching Listening and Speaking in Malaysian Schools
Teaching and learning the target language in rural primary schools have many implications. Teachers face a major problem especially when they are dealing with these learners. Very little English is spoken by or heard. There is little use of English at home a little exposure in school during the English lessons. So, as a solution for this problem, the teachers should provide the ‘English language’ environment where communication processes can take place.
As stated by Chitravelu (2005:61), there are interactional and transactional functions of speech specified in the Malaysian School Curriculum, KBSR (Kurrikulum Bersepadu Sekolah Rendah) or the Primary School Integrated Curriculum. However, a greater emphasis is given to the interactional function of speech. The skills are:
• Make and receive telephone calls
• Perform a variety of functions in a social context
• Express feelings and give opinions
The transactional functions specified in the KBSR are:
• Convey a message
• Ask for and give instructions and directions
• Ask questions for various purposes
• Give relevant information in response to enquiries made
In addition, there are also aesthetic or entertainment functions specified:
• Tell stories and recite poems

2.6 Drama and Dramatisation
Children are active and love to be noticed and heard. Since kindergarten, they learn to sing, to mime and dance. So, one of the best ways for these learners to learn the foreign language is through drama and dramatisation.
Both interactional and transactional functions are found in drama. The drama activities provide opportunities to communicate, interact also involve them with a useful spring-board for real-life purposes. Thornbury (2005:96) states that, “situations that learners are likely to encounter when using English in the real world can be simulated, and a greater range of registers can be practised than a normally available in classroom talk.”
Learning a language using drama is more fun and believed to be effective. Philips (2002:5) has discovered that drama can be part of the process of language learning because it allows children to own the simple and mechanical language they use by involving their personalities. For the shy learners this will provide opportunity to speak the foreign language they learn by hiding behind characters. This simpler and less dramatic form of drama is called ‘dramatising’ which means children are actively involved in a text. They will have more meaningful and memorable experience when learning the target language as they personalize the characters in the text.

2.7 Advantages of Dramatisation
Furthermore, as stated by Philips (2002:6), in dramatisation, sometimes the learners use non-verbal communication such as more body movements and facial expression but with limited language. This has given support and some benefits to the children. She has identified several advantages in using dramatisation for language learning. They are ; Motivation, Familiar Activities, Confidence, Group Dynamics, Different Learning Styles, Language personalization, language In Context, Cross- Curricular Content and the Pace of a Lesson.

2.7.1 Motivation
Motivation is an important aspect in learning. This is true when the same activity can be done at different levels at the same time, children can do it successfully. The children feel safe and have a goal to work towards. It is something they do meaningfully. Further, they are more motivated if they know that one or two groups will be asked to perform and is being video-taped in public show.
2.7.2 Familiar Activities
Putting away their fear and shyness is by involving them in situations which suits and familiar to them. Naturally, children at the age of three or four like to act out scenes and stories. They also play at being adults in situations, like shopping, visiting doctor, nursing babies, which happen and are similar to part of their lives. So, all these situations are predictable to them. They can rehearse the language and the ‘script’ of the situation with feelings and emotions and they realise that they can switch back to reality whenever they want to.
These forms of dramatising situations prepare the language learners for the real-life situations they will face later in their future, like doing rehearsal of the real thing, in the real life situations. This make-believe encourages the learners’ creativity as well as develops their imagination. It also provides opportunity for them to use the target language outside their daily needs.

2.7.3 Confidence
Teachers need to help learners build confidence in themselves. Learners who are shy and embarrass to speak the language can be given a role so that they can escape their everyday identity and therefore lose their inhibitions. The teacher can use puppets and masks and encourage the weaker learners who would hold back and at the same time teacher can control the bold learners who dominates these weak ones.

2.7.4 Group Dynamics
Groupwork is believed a good approach in making the learners work and learn. When learners are dramatising, they work in pairs or groups. This groupwork may be structured. So these learners are responsible for their own work. They discuss and make suggestion and decision together through co-operation in achieving their aims. They solve their problems and settle their differences and then use the strengths of each of the group member. In other word, they have opportunities to produce and respond to a greater amount and variety of language.

2.7.5 Learning Styles
Everybody has different learning style. Dramatising appeals to all kinds of learners. The way one receives and processes information is entirely different from each other. There are different channels of receiving and processing information and the major ones are through hearing, sight and our physical bodies. Although many channels are involved, there is always one channel which is more dominant than the others. The dominant channel helps one to understand better, process and retain new information and skills. As such, in dramatisation, the learners tend to utilise all the channels available and they will choose the one which suits them best. The learners will then be actively involved in the activity and the language “enter” through the channel most appropriate for them.

2.7.6 Language Personalisation
When learners dramatise, they add an emotion or personality to a text that they have read or listened to. For example when a learner practises a line saying ‘in character’ (a mother or a nurse).This can make language more memorable.

2.7.7 Language in Context
In ESL classroom, teachers often expose children to small bits of language, such as individual words, rather than whole chunks or phrases. When speaking, learners are not often asked to combine the different structures they are learning. But in dramatisation, learners are encouraged to guess the meaning of language in context. Similarly, they need to use a mixture of language structures and functions in order to really communicate.

2.7.8 Cross-Curricular Content
Besides linguistic purposes, learners can act out scenes from topics of other subjects, such as Science. For example: Life Cycle of a Butterfly. Other examples can be, Road Safety and Caring for the Environment. Messages maybe conveyed through the sketches, role-plays or dramas.

2.7.9 The Pace of a Lesson
This learner-centred classroom is obviously more active and lively than the teache r-centred classroom because it adds a change of pace or mood to the classroom.

2.8 Dramatisation in the Classroom
An alternative way to teach speaking is through drama. According to Philips (2002:11), teachers must consider some factors in organizing a drama activity so that the learning will be fun, suitable and meaningful to the learners.

2.8.1 The practicality of using drama activities
a. The activities of drama can be used for accuracy and fluency but they can also be used for practicing language skills. For 12 year old year six pupils that the researcher has chosen, they work better in small groups.

b. Total Physical Response activities are suitable and ideal ways into dramatisation because they respond to the language with their bodies which actually, a first step to miming and acting.

c. The teacher has to make them say things in different ways to explore the power of their voices such as saying the sentences loudly, quietly, angrily or sadly. Teacher encourages them by serving as a model.
d. Standing while doing every activity will be a problem if the learners are forming circles of groups as they need more space. Tables and chairs must be pushed to the edge of the classroom. Another solution for the problem of space is by promoting puppets to the learners. The lesson will be more interesting and challenging by making it a competition.
e. After the activities, the teacher needs to give feedback on what the learners have done, not only the end product and the language but also the process that they go through which is the way they co-operate with each other.

2.9 Teaching aural-oral skills using drama.
As stated by Byrne (1996:115-120), drama for the teaching of aural-oral skills covers the following activities:

i) Mime - The participants i.e. learners perform actions without using words. They use gestures and expression of face to show or conceal feelings.It may not at first sight seem directly relevant to the development of oral ability. It may seem wordless but it is quite effective in initiating talk. It is like a language game especially when a person mimes an action while the others try guessing what it is.
However, according to Byrne (1997:116), “the goal set is to make learners more proficient at expressing themselves without using words and to make them aware that there is more to communicating than simply using ‘words’.”
ii) Role play – Involves an element of ‘let’s pretend’ by playing themselves in an imaginary situation or playing imaginary people in an imaginary situation. Learners role-play in pairs or in small groups real life situations like eating, shopping, reading, doing something together using simple dialogues, either scripted by teacher or made up by themselves.
iii) Simulations - It is similar to role play. Learners need to play specific roles. The difference is in simulation the scenario maybe more elaborate or complex. Teacher will give a ‘situation’ or ‘problem’ to the participants. They discuss the problem within a define setting before transform it into a simulation. Learners with good command of English would choose to do this activity.

All these activities are carried out in the classroom. The learners form and select their own groups, discuss and prepare for the drama. Teacher acts as a facilitator. This kind of preparation can make learners more self- motivated and organized hence will learn speaking the language in more meaningful situations.

2.10 Assessment for listening (aural) skills
Like the other two skills, reading and writing, listening and speaking too are evaluated or assessed. By assessing these two skills, teachers as well as learners will know their strength and weakness and find ways on how to improve on them. The assessments can be done according the learners’ abilities. There are different levels of assessing. Helgesen and Brown (2007) have stated three levels of assessments. First, the assessment for the beginner, second the intermediate and third, the advanced listeners.
According to Helgesen and Brown, at the beginning level, the learners are often asked discrete test items, cloze activities and dictation. For the intermediate learners, they have to do self-assessment, communicative test and performance –based test whereas for the advanced learners they have standardised and alternative testing.

2.11 Assessment for speaking (oral) skills
There are also different criteria to test the speaking skills. Thornburry (2005:124) has forwarded several types of test for speaking such as Interview, Live monologues, Recorded monologues, Role-plays and Collaborative tasks and discussions.
However, in practice, formal examination in Malaysia includes five models of assessment. These models were proposed by the Malaysian Syndicate of Malaysia and has been implemented and carried out Malaysian primary schools from year one to six since 2003.It is called the School Based Oral Assessment or SBOA. The pupils are assessed on their competency in English Language, individually and in groups. Further explanations and details on the models are given in Chapter One, page three, four and five.

2.12 Conclusion
This chapter has outlined some facts on the importance of teaching aural-oral skills in learning L2 and in what way dramatisation could help learners learn the skills effectively. The next chapter will describe the research design and methodology mployed in order to contribute to the learners the benefit of dramatisation in developing and learning aural-oral skills.


CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction
The study is aimed to investigate and show the use of dramatization as an approach in the teaching of aural and oral skills to a group of L2 learners in a rural primary school in the district of Sabak Bernam. It employs a case study research where a class (24 pupils) of year five learners is chosen.

3.2 Research Design
There are basically two methods of research: qualitative and quantitative. Both approaches are chosen to collect data for this research. Quantitative approach involves the generation of data in quantitative terms which can be “subjected to rigorous quantitative analysis in a formal or rigid fashion” (Kothari, 1988:6). In this research, it investigates the oral test performance statistically.
As for the qualitative research, it concerns subjective evaluation of attitudes, values, perceptions and behaviour. Data will be collected via the questionnaire, observation and interview.

3.3 Variables
There are mainly two important variables identified in this study. They are the independent and dependent variables. The independent variable is dramatisation as a strategy being used in the process while the dependent variable is the aural and oral achievement of the learners. It is expected that the independent variable will cause a change in the dependent variable. In other words, the learners’ grades of achievements in aural-oral skills would improve after using the dramatisation strategy. The learners as respondents are to go through the oral test School Based Oral Assessment (SBOA) as pre-test. They are tested basically on what they have learned and with the experience they have. After the test, their results will be noted. The results concerning their performance in the oral test will be the dependent variables as these results depend much on their independent variable i.e. dramatization as a strategy to develop aural and oral skill.

3.4 Population and Samples
For this study, the population is the entire pupils of a primary school, Sekolah Kebangsaan Sungai Leman, Sekinchan and the samples chosen for the research is thirty pupils from Year 3 Kancil. They will be the respondents to undergo the oral assessments (pre-test and post-test), surveys of questionnaires and interviews. Other forms of purposive samplings are five English teachers who teach in the school. These teacher- respondents will answer questionnaires pertaining to the study and two of them will be interviewed by the researcher. Their responses will be tabulated, analysed and reported in Chapter 4.

3.5 Description of Subjects
The subjects are pupils of year Three (3 Kancil) in a national primary school situated in the Sabak Bernam district of Selangor. They are considered to be an average class in Sekolah Kebangsaan Sungai Leman and are sitting for Ujian Penilaian Sekolah Rendah (UPSR) or Primary School Assessment in another three years. At the time of the study, the researcher has taught them English for a year (2010). They are children who live in areas around the school. There are twenty- four Malay pupils in the class. They are chosen basically because they are well acquainted and familiar with the researcher. They pass their final year two examination with average marks in the English subject. These pupils are a mixture of intermediate and slow learners. The majority of them are able to read and write in English with occasional grammar mistakes. However, they have problems in speaking the English language. They are much more comfortable using the Malay language when communicating among themselves and during English lessons. During the teaching and learning process (T & L) in the classroom, the teacher speaks English most of the time. However, there are several occasions when she has to translate certain words and sentences necessary. They are often drilled in pronunciation when reciting poems and rhymes. Occasionally, the teacher will teach songs and makes pupils sing aloud during lessons. They are also asked to read aloud in the Reading lessons in order for teacher to identify and correct their mistakes made in pronunciation of words. Due to time constraints, much of the time spent on the lessons is teacher-centered approach. The lessons often end with writing activities.
Due to this teaching routine, the learners have neither shown any interest nor effort in communicating in English among themselves or to the teachers. Therefore, the teacher as a researcher is taking the initiative to teach the aural and oral skills to them. Moreover, they need the skills for the School –Based Oral Assessment (SBOA). Dramatisation as a teaching strategy in the classroom may help bring sufficient language input and output, so as to make them interact and communicate in English. In other words, their involvement in dramatisation conducted during the study can help build some courage and also develop self –motivation, thus enable them to speak more in English and achieve better results in the oral test.


3.6 Instrumentation
Four types of instrument are being used in the study: the questionnaires, SBOA assessment, the observation and the interview. These instruments should be able to provide purposeful data in answering the research questions of the study.

3.6.1 Questionnaires
The questionnaires will be formulated in English. Respondents are given the questionnaires based on necessity and suitability. In order to gather information, two questionnaires will be administered to the respondents and five English teachers:
1. Before the dramatization course ( Pre-treatment)
2. After the dramatization course (Post-treatment)
The questionnaires will be based on:
Pre-treatment
i. Demographic Background of learners and teachers
ii. Experience in Learning English Language (learners)
iii. Experience in Teaching English Language (teachers)
iv. Learner’s / Teachers’ Perception Towards English Learning
Post-treatment
v. Post- Treatment Feedback
vi. Learner’s values and perceptions
Samples of questionnaires are included in the appendices.



3.6.2 Observations
Another source of gathering information or data is through observation. To investigate (if necessary) the variable (independent- dramatization), the researcher will use simulations, based on the SBOA models. Observation will follow a series of guideline so that the information gathered is possible to analyse. Examples are given as follows:
i. Learner’s participation
ii. Learner’s interaction with peers
iii. Learner’s attitude
iv. Learner’s reaction towards the activities

3.6.3 Interviews
Interviews are conducted to collect data from selected individuals. In this case study, the learners and the teachers. The procedure will be carried out after the SBOA post-test. It is an important way to check accuracy of the impressions gained through observation. In fact, according to Fetterman.M (1969), it is the most important data collection technique for qualitative research. They are informal type of interviews which serve to find out opinions and views of one individual compare with those of another.
The interview can clarify some areas which is not anticipated earlier in the questionnaire. In addition, the researcher can evaluate the interviewee’s insight and sincerity too because some people are more willing to speak than to write. In fact, according to Best (1977:183), “the interview has unique advantages, especially in areas where human motivation as revealed in reasons for actions, feelings, and attitude is concerned”. The interview can be most effective and in-depth responses are “quite unlikely to be achieved through any other means” (ibid).

` 3.6.4 The Pre-test and Post-tests
The School Based Oral Assessment (SBOA) is used as pre-test and post-test in this research and they are administered in order to compare the two tests and to determine the level of achievement of the respondents in aural and oral communication. The pre-test is conducted on the respondents based on what they have experienced but the post-test is done after they have gone through dramatisation. For further details, refer to Chapter 1.

3.7 Treatment
The treatment used for this research is ‘dramatisation’ which consists of various drama activities. These activities are expected to serve its purpose as treatment to overcome the weakness in the learners’ oral skill performance. The drama activities are intelligently and considerably picked so as to give learners ample practice of ‘input’(aural) and ‘output’ (oral) prior to the SBOA post-test.

3.8 Methodology
Before the research begins, a cover letter is issued to the head of the school. (Appendix I). The cover letter explained the aims of the study, the particular aspects covered and how the results will benefit the respondents in the research. The letter further informs that the collection of consensus and the information gathered will be kept confidential.

Next, the learners and teachers (respondents) are given Questionnaire1 (Appendix II), as the first instrument to be administered by the researcher. The respondents are asked to write their personal particulars and backgrounds and also they are to tick at the appropriate boxes given. The questionnaires designed based on the necessity and suitability on the study and should be answered before the oral assessment 1(SBOA) that is the pre-test. At the same time, five English Language are also given Questionnaire 2 (Appendix III) to complete. The questions will be based on the teachers’ teaching experience. For the success of this research study, the respondents are requested to answer all the questions in the questionnaires in an unstressful and conducive environment during a specified time.
After the respondents have completed the questionnaires, the researcher begins the pre-test (SBOA) is conducted on the learners. This will take a duration of two weeks to complete. Three models from the School-Based Oral Assessment (SBOA) models are considerably selected. These models (Appendix VI) are administered on the twenty-four respondents. The first model is for the Pupil – Listeners Assessment (Model 2). The second model chosen is for the Pupil – Peer Assessment (Model 3) and the last model is for the Pair Assessment (Model 4). During the oral test, some stimuli are used. The respondents are asked to give their responses based on the stimuli. Later, the researcher records the respondents’ achievements in the SBOA forms. The forms are included and shown in Appendix VII. The period of observation starts at the beginning until the end of the pre-test.
The results of the achievement in the pre-test are tabulated. The researcher begins the treatment, the drama activities. The learners are organised in groups or partners of their choices. The researcher will give simulation as practice and introduction to dramatization. As the learners pick up, they will learn other types of drama activities like role playing, miming, telling stories using puppets, sketches which they find interesting and willing to try. They will be given dialogues in stories to read and discuss. They are allowed to work alone in pairs and groups depending on their needs and ability. During the course, the researcher motivates the learners and help them to make decision. This is done so that the subject will feel secured and comfortable. The observation is being focused on the participation and attitude of subjects. Pictures will be taken and the activities will be video-taped as evidence of the case study. The respondents attitude, participation, interaction with peers and reaction towards the activities will be observed and recorded as information data to be analysed in the later chapter.
Ample time will be spent on the activities until the respondents are ready to speak in the oral assessment. The second oral assessment 2 (SBOA) as the post-test will be conducted this time serves to compare the learners’ achievement with their earlier pre-test. It also aims to demonstrate how the learners do in their oral test 2 after they go through the course of dramatisation. Another observation on the learners performance in the SBOA is carried out. The data is collected as previous.
The same models (Appendix VI) are used. The first model is for the Pupil –

Listeners Assessment (Model 2). The second model chosen is for the Pupil – Peer

Assessment (Model 3) and the last model is for the Group Assessment (Model 4). The

achievement of these learner-respondents are again administered and recorded as in

Appendix VIII
Then, after the administration of the learners’ achievement, the last questionnaire: Questionnaire 2 (Appendix III) on learner perceptions is conducted on the respondents so that it will be administered once again. The final step in the research is the conduction of questionnaires (Questionnaire 3) and an interview with the learner and teacher respondents chosen. These teacher-respondents are too given an unstressful and conducive condition during their interviews and management on the questionnaires. The information gathered will be tabulated, analysed and presented.

3.8 Pilot Study
The instruments such as the Questionnaires used must be good and valid so that they serve their purpose well in the running of a research study. Therefore, a pilot study is done on a group of five learners from other class and other two teachers who are not at all involved in the research. They are required to answer the questionnaires. This way, any presence of irrelevancy in the questionnaires would be traced and amendments can be done immediately.

3.9 Data Analysis
The data collected is analysed and presented in the following procedures:
a. Responses from the questionnaires are analysed and presented as frequency count in terms of percentages.
b. The information is interpreted to describe the finding using descriptive statistics. These descriptions will make up the basis for comments and suggestions.
c. The results of the pre-test and posttest collected will be analysed using table and graph to show the differences and also presented through descriptive analysis.
d. The observation checklist will use a coding scheme where the data is coded into categories that emerges as analysis proceeds.
e. The interviews are recorded in an MP3 and also noted in writing. Quotations will be identified in both method for further analysis.
3.9 Conclusion
This chapter explains the specific methodology on how the research data would be collected. The various instruments: questionnaires, the SBOA (Oral Test) and the observation and interview and the population sample of twenty-four learners which are used for obtaining the data will be able to help in achieving the objectives of the case study research.