EFFECTS of Role Play March2011 Final

8/2/2019 EFFECTS of Role Play March2011 Final

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EFFECTS of

ROLE-PLAY

Experimental Research Design


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EFFECT of ROLE-PLAY

Laura - Soo Li Jia (PGA100096)

Amy - Leong Wan Wan (PGA100073)

Bahar - Bahar Haghighat (PGA100106)

Bian - Bian Wen Jie (PGA100138)

Wendy - Wong Shu Woon (PGA100072)

Clare - Tan Hwei Ping (PGA090001)

Group 2 Members

PXGZ Research in Education Assignment 2 March 11 2


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EFFECT of ROLE-PLAY

The Effect of Role-Play Approach on Form Two Students'

English Proficiency in urban area of Selangor.

Title of Research



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EFFECT of ROLE-PLAYSTATEMENT OF THE PROBLEM

There is a significant decline in the standard of English among

school children in the past decade.

Educators need to find newer and more effective classroom

activities which facilitate language learning

Activities & methods such as - dialogues, open-ended scenarios,

and role plays.

Several studies have proven that that role-play has positive effect

on students speaking skills.

Role playing activities offer opportunities for real use of the

language (David-Phillips, 1995)

Role-playing is more likely to promote active learningamongst

students (Schaap, 2005, p. 46 )

The RESEARCH PROBLEM:



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EFFECT of ROLE-PLAYJUSTIFICATION OF THE IMPORTANCE OFTHE PROBLEM Poor proficiency in the English language is probably due to a

lack of attention or focusgiven in preparing studentstoacquire speaking and listening skills

Speaking(in English) is the weakest skill among the four

language skills.

The topic of role-play should be explored further, to produceeven more beneficial techniquesfor the classroom teacher andhelpful learning aids for the student (Johansen, 2010).

There are no existing research related to the use of role-playmethod in improving listening skills, therefore we would like toinvestigate this area of language skills.



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EFFECT of ROLE-PLAYDEFICIENCIES IN WHAT WE KNOW

Countries Malaysia Indonesia USA Germany Hungary Greece Iran

Sources Lee, 1991 Susanti,

2007

Schick, 2008;

Johansen, 2010;

Andresen,

2005

Halpi and

Saunders, 2002

Kormos, 1999;

Magos and

Politi, 2008

Hayati, 2006

Grade (Level)

of subjectsJunior High

school

Senior High

Middle school

Preschool University Adult

Learning

University

Context /

Areas of

research

conducted

Activities

involved in

role-play

Advantages

and

disadvantages

Advantages

and

disadvantag

es

Language

socialization

(Schick)

RPG and

students

attitudes

towards English(Johansen)

Language

development

Students

perception of

role-play activity

(Halpi and

Saunders)

Role-play

in teaching

second

language

Effects of

role-play

technique -

one group

Different

areas of

language

competency

Improving

reading skills

(Johansen)

Oral proficiency

exams and

interview format

(Kormos)

Improving oral

skills

Existing Research on Role-Play



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EFFECT of ROLE-PLAYDEFICIENCIES IN WHAT WE KNOW

The effect of using role play on secondary school students

English proficiency in Malaysia secondary schools has not beenstudied to the best of our knowledge.

A research paper written by Lee (1991) in Malaysia, onlyaddressed the activities involved in role play, advantages anddisadvantages of using role-play as a teaching technique.

We were not able to discover any research that:

compares the role-play method of teaching to any othermethod of teaching.

connects the use of role-play to improving listening skills.

In summary, What is Missing



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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW

Studies on fluencyand accuracyinspoken English( Lim, 1994)

Overall decline(Guadart, 1987)

84.1% teachersagree - learnerswere not able tospeak Englishwell

Speaking skillsis the weakest

Classroom practices

Possible cause

Motor-perceptivenature of speakingactivities likereading aloud anddrilling

Use of Malay inteacher-talk

Use of mothertongue in peerinteraction

Current level of

English proficiency

in Malaysia



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Current Practices in Teaching English (Malaysia)

KBSM - Curriculum

Language development in 4 areas:

Reading Writing SpeakingListening

LiteracyOracy



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Current Practices: Factors affecting the Deterioration of ESL :

Skills andGrammar

1. Conflict between

(Pillay and North, 1997)

Topic orTheme

examination syllabus

official syllabus

textbook syllabusStresses

Stresses

2. 69.4% of the Secondary school teachers in Selangor felt that thesyllabus would enable the learners to achieve a minimum

competencyin English (Ratnawati, 1996)



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Current Practices: Factors affecting the Deterioration of ESL :

3. teachers under the pressure to increase theirdependency on

teacher-centered instructional practices - superficial coverage

of content driven textbooks (Vogler and Virtue, 2007, p56).

4. Exam orientated systemteachers will only teach what the

exam covers (Lewey, 1977).



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Role Play in Teaching

Role-play is important in teaching because it:

Gives students an opportunity to practice communicating in

different social contexts and in different social roles (Wan, 1990)

Allows students to be creative and to put themselves in another

persons place (Lee, 1991)

Stimulate a conversation situation hence giving the students the

opportunity to develop their communication skill (Susanti, 2007)


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Simulating real-lifesituations

FORMS of Role-play

RPGRole Playing Game

Players assume the roles ofcharacters in a fictional setting

(Cover, 2010)

Literal acting

Structured decision making

Character development

Introduce student toreal-world situations

(Oberle, 2004)


Pen-and-paperrole-playinggame /tabletoprole-playing

Participantsdescribe theircharacters' actions

through speech


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LanguageDevelopment

- improving oralcommunication(Lee B. H, 1991;

Dougill, 1987;

Early &Tarlington1982))

Reinforcing alanguage learnt(Mordecai, 1985;Fernandez and

CoIl, 1986)

Develop languageresources

(Mordecai, 1985;Fernandez and

CoIl, 1986)

LanguageSocialization(Schieffelin and

Ochs 1986, citedin Schick, 2008)

Opportunity givento use & express

individualpersonalities

(Maley and Duff,1978)

Encourages active

interaction betweenthe members(Schieffelin and Ochs1986, cited in Schick,

2008)


USES of Role-play


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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEWPositive significant relationshipbetween playing role playing

games and students attitudes(Johansen, Q. (2010)

Survey suggest that role-playing isbeneficial as well as enjoyable

for the (student) respondents(Graves, 2008)

Students became highlymotivated to communicate in

the English language(Hayati, 2006)

72% of the students between 17-18 years said that they retained

more information from role-playing than any other method

(Graves, 2008)


EFFECTIVENESS of Role-play


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EFFECT of ROLE-PLAYTHE PURPOSE STATEMENT

The main objectives for this study:-

1. To compare the effect of role-play approach to mix-mode

approach on form two students' English proficiency in urban area

of Selangor.

2. To examine whether role-play approach has a more positive

significant effect on form-two students' English proficiency in

urban area of Selangor compared to mix-mode approach.



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EFFECT of ROLE-PLAYRESEARCH QUESTIONSThis study addresses three research questions which are: -

1. Do form two students' English proficiency in urban area of

Selangor vary under different approaches of role-play

and mix-mode?

2. Would form two students in urban area of Selangor who aretaught by role-play approach achieve higher oral examination

scores in PMR than those who are taught by mix-mode

approach? (hypothesis: yes/no)

3. Would form two students in urban area of Selangor who aretaught by role-play approach achieve higher listening

examination scores in PMR than those who are taught by mix-

mode approach?



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EFFECT of ROLE-PLAYMETHODOLGY: Experimental Design

Group A

[ExperimentalGroup]

Group B

[Control Group ]

Method A:

Role Play

Method B:

Mix Mode

Apply Teaching Method

Compare

Test Scores

PMR English Test

Pretest & Posttest

Testing the proficiency of: speaking

listening

EFFECT

Between-group design

True Experimental Design

Both groups will be

taught the same

content using

different methods



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EFFECT of ROLE-PLAY

The population that we are conducting our research on are FormTwo Secondary School students in urban, Selangor.

The subjects in this study are:

o 80-100 in number

o Form 2 secondary school students (mean age=14 years) in

English class

o from 4-5 schools in Selangor, that is representative of the

population

o who have varying degrees of English proficiency

Subjects



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EFFECT of ROLE-PLAY

We will identify and contact four to five (4-5) SMK (Sekolah

Menengah Kebangsaan / National Secondary School) schools that

represent the typical secondary schools located in the urban area of

Selangor.

SMK schools make the best choice to represent the population as it

makes up 87% of the total number of secondary schools in urban,

Selangor.

Identify Representative Schools



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EFFECT of ROLE-PLAY

These schools must have:

1. A majority of students that are of similar social strata (middle

class income),

2. ALL of the three major ethnic groups (i.e. Malay, Chinese and

Indian), and

3. BOTH genders are studying in these schools.

4. At least four Form 2 classes

Most of the SMK (National Secondary School) structure assigns classes

according to level of achievement (e.g. Class A (Excellent Performers),

Class B (Fairly High Performers), Class C (Moderate Performers) and

Class D (Poor Performers).

A selection will be made from middle level classes (i.e. Class B & Class

C)middle rank (class ranking)

Identify Representative Schools



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EFFECT of ROLE-PLAYStratified Random Sampling


First, divide (stratify) the population into groups (stratum)according to:

Gender: boys / girl

Ethnic groups: Malay, Chinese and Indian

Social strata: middle class

Class ranking: Middle rank

Lastly, randomly select 80-100 samples/students from each

group according to the (stratum) ratio of the population.


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EFFECT of ROLE-PLAYRandom Assignment


The total numbers of subjects/participants will be

randomly assigned into two groupsExperimental

group and Control group;

ensuring that the participants are equally distributed,

according to the ratio of ethnic groups and genders.


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EFFECT of ROLE-PLAYControl Over Extraneous Variables Matching of Participants

o Assigning students equally into two groups according to their

genders and ethnicity.

o This controls the potential influence of gender or ethnicity on the test

results.

Pretest & Posttest

o Measuring the achievement scores (PMR Test) before and after the

treatment (Teaching Method)

o To determine if there is a change in the performance

o More accurate reading of the level of achievement



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EFFECT of ROLE-PLAYCovariates


Independent

Variable:Type ofInstruction

Dependent

Variable:EnglishProficiency

Covariate 1:Parents who areEnglish Teachers

[Illustration, based on Creswell (2008), p.303]

Covariate 2:Taking extraEnglish classes

during the periodof experiment

Variance in English proficiency oral & listening

Unexplained variance (error)

Varianceremovedstatistically


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EFFECT of ROLE-PLAYThreats to Internal ValidityAddressing Internal threats related toPARTICIPANTS(Creswell, 2008)


History: Ensuring that all of the participants experience the same

course content

Maturation: Sample are students from the same grade (Form 2)

Regression and Selection: Stratified Random Sampling eliminate

individuals who are more likely to achieve extreme scores and

extreme (high/low) achievers. The discrepancies (proficiency and

attitudes) - reduced.

Mortality: Control the dropout rate by getting the parents to sign anagreement form stating that they will allow their children to participate

in this experiment for the full duration


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EFFECT of ROLE-PLAYThreats to Internal ValidityAddressing Internal threats related toTREATMENTS (Creswell, 2008)


Diffusion of treatment: Each group consist of participants from

different schools - participants do NOT get to compare notes.

Compensatory equalization: Equality is achieved when both

groups (control group and experimental group) receives equalbenefits (i.e. free English lessons).

Compensatory rivalry: Participants come from different schools and

will be placed in separate groups eliminate the competitive spirit.

Resentful demoralization: The participants will be told that they areparticipating in an experiment but they will not be told about the

specific differences in the treatment. Anticipation of certain activities

will not occur - disappointment and demoralization will not occur.


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EFFECT of ROLE-PLAYThreats to External Validity(Cook and Campbell, 1979, cited in Creswell, 2008)


Interaction of selection treatment: Generalizability is possible due

to the Stratified Random sampling procedure. The experiment is also

made convenient for the participants because we will select a centre

(for the teaching methods to be administered) at an accessible area.

Interaction of setting and treatment: The setting from which we

select our participants is appropriate as the SMK schools makes up

an 87% of the total urban secondary schools in Selangor.

Interaction of history and treatment (Difficulty in generalizing the

findings to past & future times): To address this particular threat, we

will replicate the study at a later time.


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EFFECT of ROLE-PLAY

INDEPENDENTVariable

DEPENDENTVariable

Collaborative learning

Visual supportHuman coders:

Amount of ideas brainstormed

Caused or probably caused

INFLUENCED

CONCEPTUAL FRAMEWORK



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EFFECT of ROLE-PLAYIndependent Variable Mix-mode

MIX-MODEmethod

cognitive approach

Focuses on many topics related to

the language that may not appeal tothe learners (Mora, 1999)

audio lingual method

Encourages mimicry

by requiring the

learners to listen to

recordings of native

speakers and try to

emulate them

direct methodGrammar is taught by immersing the

learners in the language (Mora, 1999)



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EFFECT of ROLE-PLAYIndependent Variable Role-Play Participants accept the duties and responsibilities of their roles and

functions (Jones, 1982)

Students must relate to others in the simulation/ role-play, utilizing

effective social skills (Thomkins, 1998).

a. meaning is primary

convergent model

(Christopher & Smith, 1990)

ROLE-PLAYCommunicative method

b. there is a goal which

needs to be worked

towards

c. the activity is

outcome-evaluated

d. there is a real-world

relationship

Corresponds toSkehans four criteria

for task-based

instruction (1998b)



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EFFECT of ROLE-PLAYIndependent Variable Role-Play


Example of Activities

The teacher tells the class that they are extraterrestrials who, for the

first time, are coming into contact with earthly objects such as

toothbrushes, watches, lightbulbs and keys. (goal)Without reference to

human civilization, the participants must draw conclusions about the

objects' function. These type of activities, will stimulate students to usetheir imagination and challenge them to think and speak as well.

(Sadow, 1987)

The teacher might:

o Have the students read a case study defining the situation, or

o Distribute role play cards which describe the role which the student is to

play


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EFFECT of ROLE-PLAY


Penilaian Menengah Rendah (commonly abbreviated as PMR; Malay for

Lower Secondary Assessment)

Malaysian public (National) examination taken by all Form Three

students in both government and private schools throughout the country

(since 1993)

English Language is one of the subjects being tested in this examination. The English language consist of:

o oral examination - testing the students' proficiency in speaking

the language,

o listening comprehension examination - testing the students' ability to

comprehend speech in daily situations,

o written examination testing the student's composition skills, and

o written examination testing the student's knowledge in grammar

and vocabulary

Test Instrument PMR


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EFFECT of ROLE-PLAYTest Instrument - Oral Exam

ORAL EXAM

Oral exam 1

Interpret an illustration

Oral exam 2 Student are required to memorise a

passage and present it in front of the

class (Duration: 5mins)

Oral exam 3

Two (2) students are required to

strike up a conversation with each

other (Duration: 5mins)


Give an impromptu speech on a

given topic (Duration: 3mins)

30 marks in

total

10-15mins

per student

Answer questions posed by the

examiner

(10 marks)

(10 marks)

(10 marks)


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EFFECT of ROLE-PLAY


This examination: (10 marks)

test the students' ability to comprehend the spoken English

language in various daily situations

requires the student to answer subjective questions which is

based on the information contained in the audio (recording)played to the students

Test Instrument Listening Comprehension Exam


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EFFECT of ROLE-PLAY

INDEPENDENTVariable

establish Cause & Effect

DEPENDENTVariable

Instructional Method

Role-Play

Mix Mode

Test Scores

PMR English Test

Caused or probably caused

INFLUENCED

VariablesExperimental Design



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EFFECT of ROLE-PLAYMETHODOLGY: Experimental Design

Group A

[Experimental

Group]

Group B

[Control Group ]

Method A:

Role Play

Method B:

Mix Mode

Apply Teaching Method

Compare

Test Scores

PMR English Test

Pretest & PosttestTesting the proficiency of:

speaking

listening

EFFECT

Between-group design

True Experimental Design

Both groups will be

taught the same

content using

different methods



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EFFECT of ROLE-PLAY

Statistical program:

Statistical Package for the Social Sciences (SPSS).

Preparation for Data Analysis

Analysing the Data:

Parametric / Nonparametric we can not determine whether

the data is sampled from a Gaussian (normal distribution) orNon-Gaussian distribution

Paired Pretest and Posttest

ttest & Wilcoxon test use to make a comparisons

Inferential Statistics

The statistical tests that we will probably apply are:

o Parametric (paired ttest) and/or

o Nonparametric (Wilcoxon test) procedures on the data

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EFFECTS of Role Play March2011 Final

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