The purpose of this study is to investigate the implementation of process drama in an English as foreign language setting. Participants of this study, 24 primary school children, were instructed to create process drama based on reading of content lite...
The purpose of this study is to investigate the implementation of process drama in an English as foreign language setting. Participants of this study, 24 primary school children, were instructed to create process drama based on reading of content literary texts.
To attain the aforementioned objectives, the following research questions were proposed.
1) How do students develop English as a foreign language through process drama?
2) How do students extend their experience based on reading of content texts and process drama?
3) What are the affective aspects from the process drama in an EFL setting?
To find the answers to these questions, data was collected from various sources including; worksheets from students, transcripts from classroom activities, teacher journals, and surveys, all which was then analyzed through qualitative method.
In implementing the process drama, this study developed a program in which three stages were subdivided into seven steps.
The development of the lesson program for implementing process drama was structured as three stages. Stage Ⅰ of reading content texts established the foundation for process drama by having three steps: pre-reading, reading, and post-reading. Through writing in pre-reading and post-reading, students could prepare for the production by reading a content text as a language resource. In Stage Ⅱ, students made transition from reading to oral production through characterization. By working on four written tasks, students understood their characters. Then, students spoke what they planned to say by capturing the moment of the scene, and then prepared for spontaneous interaction in the last stage. In the final stage, Stage Ⅲ, students experienced negotiating meaning through doing the drama.
The data analysis yielded the following results:
By doing the process drama students experienced rich variety uses of language. First, students extended and developed their character based on content text and their analysis. By being able to emulate their characters, they developed language ability to comprehend and express in English better. Second, students exchanged their thoughts to understand the existing world and then advanced to create new understanding. In other words, by building upon each other's ideas on the existing world, they created a new world outside of the text. Finally, by doing the process drama, students opened themselves for possibilities and opportunities to be confident in expressing themselves and be cooperative. For some students, the drama enabled them to take a step into the real world.
Based on the results of this study, the following implications can be made:
First, instead of depending on listening and speaking activities to learn the target language, reading content texts can be another rich source of language for not only written production, but also oral production.
Second, EFL students need time to make transitions from what they have learned from the reading to produce in their own voice. Students can build bridges to make transition through characterization and preparation.
Third, the characteristics of process drama invite students to experience authentic communication. Through spontaneous interaction, students can create the world beyond what existed before and open themselves to be immersed in other's point of view. They not only learn to speak in another language, but also they learn to truly communicate and deliver their thoughts to each other.
Despite the positive outcome, this study has limitations to overcome:
Throughout the process of implementation, the teacher plays a significant role. First, the teacher is required to have background knowledge of process drama as well as adequate preparation to provide a structured scaffold for students' own preparation. Second, the teacher needs sufficient English language ability to spontaneously interact with students when participating in the drama.
This research concluded the following suggestions:
First, various kinds of content texts to provide language resource need to be studied for appropriate application.
Second, there is a need for teacher training in order to implement process drama in classroom.
Third, process drama and its relation in developing competence in communication should be supported by follow-up studies.