ABSTRACT
Active speaking has been for many years in different domains of life an important and necessary skill that everyone has to master throughout his/her lifetime. This is because we are in a communicative world which requires being active in everything that our decisions are headed to. For all students especially those who are doing arts, this is got to be a trusted tool to move to an incredible level of performance in their studies either in everyday life.
Most of the students are facing the problem of the lack of active speaking skills that leads them to a poor performance either in their courses or out of the school in the society.
The entitled “Can Drama improve Active Speaking skills of senior five HEL students in G.S GATENGA I?” Action research was aiming at:
a. Discovering the problem that senior five students of G.S GATENGA 1 face due to the lack of active speaking skills.
b. Finding out the causes of the lack of active speaking skills
c. Elucidating and describing active speaking
d. Putting forward the possible ways through which active speaking should be improved.
e. Checking up if drama can improve active speaking skills and generally be used to improve communication skills.
Running this action research, a targeted populace was G.S GATENGA I senior five HEL (History-Economics-Literature) students in the academic year 2014.
It has been shown from the data analysis that students were not motivated and they are not aware of creative or dramatic performances in their courses that can help them to speak actively and think critically. It is due to social problems that they do not participate actively, carelessness about the subjects being taught, bad conception of the schools in which they are studying and juvenile delinquency which is a great hinder to education. All of these problems including others which cannot be cited in this action research are affecting the performance of students.
SECTION ONE: INTRODUCTION
1.1. Background of the study
As it is assigned, the University Of Rwanda- College Of Education is dedicated to upholding the education assets. That is why at the end of three years studying, students are sent in different schools to put into practice what they have been covering in the whole period of study. That is the studies. I tried to find out the possible ways to solve this dominating problem using Drama techniques and persuasive teaching strategies such as dramatic games, debates, story-telling, sketches, exposés and improvisation. This awakened them and they started to participate actively either the performance increased.
1.2. Problem Statement
Spending a lot of time with senior five HEL students, I found out that they have a poor performance when it comes to active learning due to the lack of speaking motivational skills. They do not feel comfortable when speaking and they might withdraw very often as I realized. Some could prefer to write than to speak though they write mistakes but they do not try the same in speaking while it is the toughest tool of communication.
1.2.1. Research questions
·What are the reasons that make senior five students’ performance low?
· Why do they miss the active speaking abilities?
· Can I improve active speaking among senior five HEL students?
· What are the persuasive forces that could be practiced to uphold the scoring level of senior five HEL students?
1.2.2. Objectives
1.2.3. General objectives
The general objective of the study is to improve active speaking for a better communication by dramatic techniques at G.S GATENGA 1 in senior five HEL.
1.2.4. Specific objectives
The specific objectives of this study are:
· Discovering the problem that senior five students of G.S GATENGA 1 face due to the lack of active speaking skills.
· Finding out the causes of the lack of active speaking skills
· Elucidating and describing active speaking
· Putting forward the possible ways through which active speaking should be improved.
· Checking up if drama can improve active speaking skills and generally be used to improve communication skills.
1.3. Scope of the study
The study is limited to G.S GATENGA 1, senior five HEL students with a total number of 25.
1.4. Significance of the study
This action research is very important especially in communicative and creative world. I expect that it will help senior five students of G.S GATENGA 1, other scholars of the same field, drama or theatre students and teachers, literature and English Language communication skills teachers, arts centers, actors and dramatic directors, academicians and every individual who is interested in Drama.
SECTION TWO: LITERATURE REVIEW
Different scholars, authors and dramatists contributed to the views of speaking skills artistically and they have shown the profit of possessing the kind of skills. Here within this chapter, we will try to define and bring up different theories and key terms. Though there is not few numbers of people who tried to explain active speaking but still the meaning of speaking can lead us to a better understanding of what active speaking means.
2.1. Definition
Speaking is the productive skill in the oral mode. It is like the other skills, more complicated than it seems at first and involves more than just pronouncing words (Carol J.Orwig, 1999). It is producing systematic verbal utterances to convey the meaning. (Utterance is simply things people say). Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Florez, 1999, p. 1). It is the act, utterance, or discourse of a person who speaks. A literary works composed for recitation, as ancient bardic poetry; oral literature.(Fact Monster Dictionary)
Speaking is the action of passing on information or expressing your thoughts and feelings in spoken language. The term is also used in reference to the act or process of delivering speeches or lectures. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). A speaker's skills and speech habits have an impact on the success of any exchange (Van Duzer, 1997).
Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Finally, speech has its own skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996).
In sociolinguistics, speaking or the speaking model, is a model socio-linguistic study (represented as a mnemonic) developed by Dell Hymes. It is a tool to assist the identification and labeling of components of linguistic interaction that was driven by his view that, in order to speak a language correctly, one needs not only to learn its vocabulary and grammar, but also the context in which words are used. Hymes (1974), p.53-62.
Spratt says, “speaking is one the four language skills: reading, writing, listening, and speaking. Speaking and writing are productive skills. That means that unlike listening and reading, they involve productive language rather than receiving it.”Speaking is a productive skill, this skill could be sometimes formal and informal it depends on the speech and the level of formality. Speaking is higher skill rather than the other skills. Native speaker is an expert they know how to speak grammatically and out-grammatically but second language learners do know how to say things that are colloquial (idiomatic expressions.) SPRATT,Mary, Alan PULVERNESS, and Melanie WILLIAMS; The TKT Teaching knowledge test course modules 1,2 and 3. –ed. Cambridge University press.—UK: 2011 P.43
According to Lakhpin (2014), Active speaking is the release of inner motives, suggestions and perceptions with an effective use of gestures, mime, signs, pantomimes and voice conveying a chosen message live to a listener (audience). This communication does not always have to be live or face to face, but it can be through other kinds of media. When someone is speaking on the telephone; the way he/she uses his voice to convey the message(voice moderation), how he/she responds with clear explanations, how effective he/she understands the points, confidence and readiness to communicate show how he/she is actively speaking. Active speaking is taking out the whole of you. This may seem complicated to understand, but remember when you are listening to a speech and the speaker says sentences like: “what can I say!” or you can’t see his/her face because he/she has made the whole concentration on reading; this is not an active speaker. Mixing many languages everywhere which is a mistake made so often by young people (adolescents and street kids) is not an active speaking skill.
Active speaking is the action of conveying information or expressing one’s feelings in speech (Oxford English dictionary). Active speaking is the process of directing conversation on a specific agenda by asking questions and through the use of suggestive reasoning (Terry Marsh, 2009).
2.2. Aspects of speaking
Here are some ways that can demonstrate active speaking:
- Respond quickly
- Tone of voice
- Speak clearly and concisely
- Ask questions
- Provide progress reports
- Summarize the resolution
- End on a positive note
2.3. CREATIVE PERFORMANCE
Storytelling is one of the simplest and perhaps most compelling forms of dramatic and imaginative activity. A good place to start is by telling stories to your pupils and encouraging them to share stories with one another. All of us can become engaging storytellers with a little practice. Storytelling develops your imagination. It also develops your powers of description. It teaches you to "hold an audience", so people listen to you. Important storytelling techniques include the use of voice (words and sound effects), facial expression and bodily gesture, mime, pace, repetition, rhythm, elaboration, exaggeration and – most of all – engagement with the audience. (http://dramaresource.com/strategies/story-telling)
Here is some tips to a good storytelling session, role-play and even in forum theatre:
Say where you got your story from: - for example, a book, a film, a person, your life, a dream or your imagination.
Try to create an atmosphere, like casting a good spell. Set the scene for your audience. Start with the time, place and weather of the story.
Use facial expressions, to show the feelings of your characters, their nature or personality, or the situation they are in, e.g.: shy or cold.
Speak more slowly and loudly than normal, so everyone can hear, and sit near anyone hard of hearing. Vary the speed, pace and volume of your voice where appropriate. Make your voice melodic and interesting.
Use your hands, shoulders and body as much as you can, to show shapes of objects, scenery, actions and feelings. Use mime and gesture to "paint the story", like a picture.
Role-play any dialogue, with characterful voices. Help the audience to feel sympathy for the characters and their situation.
Use other sounds, for example, weather sounds, like wind or rain; happening sounds, like explosions or rustling; animal sounds; emotional sounds, like sighs, sobs, yawns. You can ask the audience to help you, by making the sounds.
Leave a space between words or sentences sometimes, to create an atmosphere.
Look around the audience with expectation. Occasionally surprise them with a loud noise, but do not frighten very young children.
Involve your audience if you like, with phrases like "As you know the sea is deep and mysterious..." or ask them questions like "What might a sea monster look like"?
Keep the traditional style of storytelling, but develop your own style inside and around that.
Try to go to workshops or festivals where you can hear storytellers.
Collect stories from magazines, books, films, videos, TV, people, your own experience and your imagination. ( http://www.grtleeds.co.uk/storytelling/wendy.html )
Role Play
Role play is the basis of all dramatic activity. The ability to suspend disbelief by stepping into another character's shoes comes quite naturally to most children. Through the structure of the drama lesson this can be used to great effect, challenging children to develop a more sensitive understanding of a variety of viewpoints whilst sharpening their language and movement skills. (http://dramaresource.com/strategies/role-play )
Forum Theatre
The strategy breaks through the barrier between performers and audience, putting them on an equal footing. It enables participants to try out courses of action which could be applicable to their everyday lives. Originally the technique was developed by Augusto Boal as a political tool for change (part of the Theatre of the Oppressed), but has been widely adapted for use in educational contexts. (http://dramaresource.com/strategies/forum-theatre )
Active speaking has nothing to do with the outdated concept of “elocution” where everyone was encouraged to speak in the same correct manner. Rather, active speaking concerns being able to speak in a public context with confidence and clarity, while at the same time reflecting on your own personality. The following three core elements of vocal production need to be understood for anyone wishing to become an effective speaker: Volume (to be heard), Clarity (to be understood), Variety (to add interest) and some characters must be embodied: to be aware of other people’s emotions, empathize, encourage, use humor, treat people equally, attempt to resolve conflict, Maintain a positive attitude and smile, minimize stress, only complain when absolutely necessary. (http://www.skillsyouneed.com/ips/effective-speaking.html )
SECTION THREE: METHODOLOGY
3.0. INTRODUCTION
Methodology is a system of ways of doing, teaching, or studying something (Cambridge Advanced Learner’s Dictionary).This section highlights the methodologies used during the research. The study which was done in Kigali city, KICUKIRO district, GATENGA sector, G.S GATENGA I. The school has arts combinations (HEL&EKK). The case study was held in senior five HEL students. Systematically, the procedures which intend the methods and techniques to achieve the objectives set, participants and characteristics, applied strategies and methodologies.
3.1. PROCEDURE
After the observation period and after a general evaluation held with the same students, by the first teaching month of the first term, I introduced the new dramatic performance methods in the classroom. Exposes were included, story-telling, dramatic improvisation, debates and games that aimed at improving speaking skills.
3.2. TARGETED GROUP
A target group is a particular group of people that an advertisement is intended to reach. (Cambridge Advanced Learner’s Dictionary).During this research, the targeted group was senior five HEL students of G.S GATENGA I, a class of 25 students: 23 girls and 2 boys aged between 16- 22. It is in this class that I found the problem of the lack of active speaking abilities with which I was to deal for the whole internship period.
3.3. SAMPLE AND SAMPLING TECHNIQUES
A sample is a group of people or things that is chosen out of a larger number and is asked questions or tested in order to get information about the larger group (Cambridge Advanced Learner’s Dictionary).Sampling is the process of selecting units (e.g., people, organizations) from a population of interest so that by studying the sample we may fairly generalize our results back to the population from which they were chosen ( http://www.socialresearchmethods.net/kb/sampling.php ).In 25 students, 18 were present during the interview. As a teacher, spending about two hours a week with them, it is has been possible by the sociability we have already created that led to the gain of purposeful information. About 70% of the students interviewed showed that they had no subject lesson which awoke them, which motivate them to participating actively in the classroom.
They never knew if they can get a lesson in which they find themselves according to their expected careers. On the other hand, some said that they had a bad perception of the schools in which they are studying (12YBE) and it discourages them. And the rest of the percentage mentioned social problems and juvenile delinquency which hinder them o speak actively in the classroom.
3.4. DATA COLLECTION
Different data collection techniques have been used: Test, observation, interview, documentation.
3.4.1.Observation
Observation is a fundamental way of finding out about the world around us (Stenhouse, 1975). When teaching, I observed that the performance in the classroom was low referring to the work that they have done which was to write one’s life experience story and share it with the rest of the class. I found out that the attitude and habit of speaking is on a low level because they could not speak up when they was asked to read what they wrote themselves. So, they may need someone who cares about it and the tools to help.
3.4.2.Documentation
Documentation is the process of providing evidence (including both primary and secondary sources) in a research paper. (Adrienne Escoe, The Practical Guide to People-Friendly Documentation, 2nd. ed. ASQ Quality Press, 2001), (Susan K. Miller-Cochran and Rochelle L. Rodrigo, The Wadsworth Guide to Research, Documentation, rev. ed. Wadsworth, 2011). Donald Wulff confirms Strine’s call when he claims that “the power of the story—in research, in teaching, in our own evolution is that narrative can be used as a tool for enhancing understanding of the instructional process” (367, 392). Augusto Boal(1985) in his book “Theatre of the Oppressed, p.125-155” outlines four stages for transforming the spectator into actor including knowing the body (the series of exercises by which one gets to know one’s body, it’s limitations and possibilities, it’s social distortions and possibilities of rehabilitation), making the body expressive(a series of games by which one begins to express one’s self through the body, abandoning other, more common and habitual forms of expression), theatre as language(one begins to practice theatre as a language that is living and present, not as a finished product displaying images from the past: forum theatre, images theatre and simultaneous dramaturgy) and theatre as discourse(the spectator creates “spectacles” according to his need to discuss certain themes or rehearse certain actions.).This helped me to know deeper about the situation found in my class and the better techniques to solve the problem, that of the lack of active speaking skills. Augusto Boal's interactive Theatre of the Oppressed (TO) provides embodied learning experiences that engage the senses, emotions, and imagination as well as the intellect. Doing theatre is a form of active learning (Gressler, 2002), and research shows that active learning helps develop critical thinking (Bonwell & Eison, 1991). Using TO techniques, faculty can guide students in exploring ideas through images and enactment, rendering the subject matter memorable and meaningful.
3.4.3.Interview
Interview is an official meeting in which one or more persons question, consult, or evaluate another person to get background information. Students told me that getting marks is their first expectation but their participation is not important. They said that a teacher must come, talk and go. They said again that there is no subject that automatically meets their needs. For the dramatic techniques that help them to actively speak and be good communicators, they did not expect that such thing can help.
3.4.4. Test
It is a procedure for critical evaluation, a means of determining the presence, quality or truth of something. It is also a trial. It is a series of questions, problems or physical responses designed to determine knowledge, intelligence or ability.(http://www.thefreedictionary.com/test) I prepared a test on story- telling and reading out of 10marks with the objective of verifying the speaking in public level and how they present their own built stories. Twenty-five students were present during the test and the highest score was 6, the lowest was 1. Two of them scored high, six had the average and seventeen of them got a low score. This brings in the fact that the lack of active speaking is the main problem and a hinder to their effective performance. By this realization, I was asked to do my best bringing much practices like dramatic performances, exposes helping them improve this speaking skill which seems to be fair among them.
3.4.5. Strategies
1. Strategies for implementing dramatic performances
+Deciding a number of students in a group according to the dramatic game which is to be performed.
+Arranging the room for students to perform freely.
+Controlling the students’ awareness of the game in the lesson.
+Receiving students’ points of view to the activity done
+Giving the feedback on how they have done and what to improve.
2. Strategies to motivate students
+Effective body language use and voice
+Role-playing/ narrating a story and playing a character with a story when reading to students
+Improvisational activities
+Clarifying the interests from the lesson
+Linking the lesson to the daily activities of the students and blow up the relevance.
+Creating a good environment in the classroom and learning the class by name tag name, conversations with the students about their background and social life.
+Identifying the ways to success in the course.
+Sharing expectations with students
+Rewarding students who performed great and encouraging them to do the best in future
+Testifying how speaking has been important to me and showing the benefits gained from drama also motivated the students.
SECTION FOUR: DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1. Post-data analysis
When I was collecting data, different tools have been used such as: observation/assessment, documentation, interview and test. These strategies were considered according to the difficulties of the students. The main aims were to:
- Change students’ views about learning and teaching process
- Motivate students
- Improve speaking skills by dramatic performances to a good scoring level
4.1.1. Observation
The data was collected after a certain period of intervention. I collected from the time I intervened and for a long time. I collected the data for the checking for any improvement. During the first data collection (base data), the high score was 70% (2 students) in dramatic activities. After my intervention and practices with students, the high score was 85%. This is to say that 15% of the improvement has been attained. This was considerably gained from the motivation that students were given once they do a good work. We read a story “The rat” and learners read it clearly than before and they analyzed it well which proves that they already have understood it before they can comment on it. I found that an improvement has been gotten that next time they can tell their own stories without fear in the public.
4.1.2. Test
I used the same questions as those of base data because I was in a need to measure the area of improvement. Students were doing great and improved the speaking habits after the intervention and hard working with 25 five students present in this post data collection. 8% have done well during pre-data collection, whereas 60% performed well in the post-data collection.
The realization of improvement is 52% and this is better in the post-test but the greatest important thing is the attitudes of students and the active speaking level to which they show that they have reached after a long period working together.
4.1.3. Interview
After the intervention sessions, same questions of pre-data collection were asked to know the improvement area within the students and their attitudes towards creative or dramatic performances. The replies and feedbacks show that there has been a great improvement to both speaking side and that of performance in the class. Students show motivated spirits in their arts lessons than before due to the reason that they have been so familiar.
Hence, as I have been trying to consult permanent teachers and students, I had some questions for them to help me find if dramatic strategies are accurate and admirable due to the contribution they have brought to teaching and learning process as realized. I asked 10 teachers and 20 students their position on the use of this approach and if it can be applied in other courses.
CONCLUSION AND RECOMMENDATION
A recommendation is defined as an advice telling someone what the best thing to do is. (Cambridge Advanced Learner's Dictionary & Thesaurus). After the analysis of all the data that were obtained during this action research. There is a set of conclusions and the relevant recommendations/suggestions that should be taken into account to uphold the education level either creative learning.
Conclusion
This action research was held for the whole internship period. The research finally found out that Active speaking has been improved amongst senior five HEL (History Economics and Literature) students of G.S GATENGA I. Similarly to drama, the level of improvement has been proved in other arts subjects.
In fact, students got motivated and Active speaking skills got from dramatic activities inspired them to start making their own preferred careers more suitable. Drama had a great interest to S5 HEL students and it built in them a hope of becoming real artists and performers due to the encouragement and proper interests shown during learning and teaching activities.
Recommendation
- Improvisational strategies should be adopted by all arts teachers.
- Drama must be taught in schools by qualified teachers
- There should be seminars and workshops for professional teachers in drama and other arts by the Government and other institutions in charge of culture and education.
- Teachers should consider students’ expectations and desired careers to help/facilitate them towards the realization of their dreams.
- Students should keep practicing English with their friends outside the classroom.
- Every student should make it his/her responsibility to participate in the class.
- Drama should be reinforced and taught from primary education.
REFERENCES
1. Books
1. Ref: Berry C (1973) Voice and the Actor London: Harrap
2. Pisk L (1975) The Actor and his body London: Harrap
3. Using drama skills in the classroom by James Hanley
4. Martin Banham, Jane Plastow, intro. And eds, contemporary African plays (London, 1999)
5. Biko, Steve. I write what I like. London, Heinermann: 1987
6. Bailey, K.M., & Savage, L. (1994). New ways in teaching speaking. Alexandria, VA: Teachers of English to Speakers of Other Languages.
7. Carter, R. & McCarthy, M. (1995). Grammar and spoken language. Applied Linguistics, 16 (2), 141-158.
8. Hodgson J (ed) (1972) The Uses of Drama London: Methuen
9. German, Kathleen, Bruce E. Gronbeck, Douglas Ehninger, and Alan H. Monroe. Principles of
10. German,Kathleen,Bruce E. Gronbeck, Douglas Ehninger, and Alan H. Monroe. Principles of Public Speaking. New York: Longman, 2001.
11. Boal, Augusto (1985) Theatre of the Oppressed. New York: Theatre communications group.
12. Kabaso, Sydney (2013). Theatre for development in Zambia. Zambia: Kabsy Digital Media.
2. Electronic sources
1. http://www.thefreedictionary.com/_/dict.aspx?word=test
5. http://www.quizlet.com/subject/drama/
13. www.strath.ac.uk/3 Data Collection › Unit 5
