Transcript the usage of role-play in regard to increase student`s self

The Usage of Role-play in regard to
Increase Students’ Self-Confidence
in Using English for
Communication Arts
by
Ekcheewa Saetan
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Researcher’ s background
• Name:
Ekcheewa Aya Saetan
• Education Background:
M.A. in Mass Communication at
Ramkhamhaeng University
• Current work:
Teaching Staff of Com. Arts, Faculty of
Management Science, RBRU
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Rationale for the study
According to the course description “English for
Communication Arts” shows that
“This course provides students with the opportunity
to practice and develop English language skill such as
speaking, listening, reading and writing in the English
language used in everyday life and in the workplace,
especially in jobs related to newspaper, magazine,
journalism, acting, advertising, film, broadcasting, Public
Relation and internet. The English vocabularies and idiom
is used in Mass Communication. This course will focus on
the development of spoken English in various situation and
reading skills for retrieval.”
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Problem of the study
1. Most of students are
unable to communicate
effectively in English.
2. Teaching process
emphasizes the study
of grammar more than
speaking and listening.
6. The students lack
experience of using
language communicatively.
5. Dialogues from texts are
mainly aimed at familiarizing
students with grammatical
rules rather than preparing
students for real life
communication.
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3. A teacher explains
rule of language usage
with examples.
Students listen copy
down the rules, and try
to understand and
memorize them.
4. Most teachers use Thai
more than English while
teaching, because it is
easiest way to make
students understand.
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Since all these problems seem to be caused by the
teaching process which does not provide sufficient
opportunities for the students to practice using the target
language, the researcher decided to introduce ‘role-play’
to English for Communication Arts class in the belief that it
may help the students gain more self-confidence to use
English for communication in mass communication field
In the light of the students’ reasons
for their lack of self-confidence mentioned
previously, it is hoped that the provision of
role-play will be able to help students gain
more self-confidence to communicate in
English.
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Purpose of the study
Since role-play is expected to provide some
advantage that support language learning, this study
is aimed at determining the use of role-play in class
as following:
• To study the students’ attitudes towards
the use of role-play in class.
• To compare before and after the students’
self-confidence to communicate in English.
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Hypothesis
• The role-play can increase the students’
self-confidence to communicate in English
for Communication Arts field.
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Benefits of the study
• The results and finding of this study will generate the
students’ self-confidence in using English for
Communication in Communication Arts field.
• The results and findings of this study will provide some
learning activity for practical creating of English for
Communication courses compatible with the needs of
student. Such learning programs are deemed profitable
because it is possible to use the underlying needs to
stimulate their participation in using English for
Communication.
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Conceptual Framework
Self-confidence
The use of
‘Role-play’
Self-confidence
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Review of Related Literature
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What is role-play?
The thinking of self-confidence
Situated Learning Theory
Related research
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Method & Procedure
• The research was designed as an experimental
research.
• There are 64 students of purposive sampling. (Nonprobability sampling)
• The pre-test questionnaire was mainly used before
started the activities.
• The materials used in this study were 7 units focused on
Com Arts field, each period of teaching consisted of
variety of role-play activities
• The post-test questionnaire was used again after the end
of the class.
• The data collecting was analyzed, and compared
whereby statistics such as percent, mean, S.D., and
paired sample test (t-test)
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Finding & Conclusion
TABLE 1: The usage of role-play change students’ confidence
in using English for Com. Arts
The students’
confidence
n
percent
unchanged
10
15.9
decreased
6
9.1
increased
48
75.0
total
64
100
From the table, it can be concluded that the use of role-play can
increase the students’ confidence to communicate in English to some extent.
The most significant point is that the majority of the students 75 percent felt
that their confidence was improved after the experiment.
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Finding & Conclusion
According to the graph
shows the mean of
data analyzed pretest
and posttest and
confirmed that the use
of role-play can be
increased the
students’ confidence in
regard to using
English for Com. Arts.
before and after the
experiment.
Mean Level of self-confidence
mean 2.8
3
2.5
mean 2.08
2
1.5
1
0.5
Self-confidence
Self-confidence
0
after
before
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Hypothesis testing
• According to the hypothesis was
H0: The role-play can not increase the students’ confidence.
H1:The role-play can increase the students’ confidence.
TABLE 2: The pair sample test of before and after use of role-play in regard
to students’ confidence in using English for Com. Arts
before
confidence
after
mean
S.D.
mean
2.08
.235 2.80
t
Sig.
S.D.
.239
.174
.001*
*Sig. < 0.05
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Hypothesis testing
• According to the table 2 shows the data
analyzed pretest and posttest and confirm
the hypothesis testing that the role-play
can be increased the students’ confidence
in regard to using English for Com. Arts.
before and after the experiment was
significantly different at the level .05
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Discussion
• The use of role-play, the finding to depend
not only on role-play, but also other factors
like:
Teacher’s class
management
Student’ s
language
efficiency
personality
attitude
motivation
Extra resources
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Discussion
• The findings appear to be accordance with
the belief that student will be able to learn
another language better and have more
confidence to use it for communication if
they are provided with opportunity to
practice using the target language in life
like situations without anxiety.
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Recommendations
• The students’ confidence, which seemed difficult to
measure and determine objectively only a questionnaire.
Further study may use many kind of research tool.
• Some of 4 stages of role-play like T.P.R, and mime
seemed unsuitable to some teenagers, who are usually
conscious of their appearances and personality.
• The dramatization stage should be used
more than each other stage to practice the students’
language effectively.
• The extra activities is helpful in
motivating students, which
should be meet with foreign guest
speakers or visitors
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Gratitude
“Many thanks for your participation on
listening. Hope you perceive of a good
thing today”
Good luck
Aya, S.
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