THE USE OF DRAMA TECHNIQUE

AND ITS EFFECT ON ANXIETY

AMONG ESL LEARNERS IN KOLEJ
UNIVERSITY POLY-TECH MARA
KUALA LUMPUR.
Aimi Syafiqah Ghazali
2014743991
Chapter 1
1.1 Introduction
According Kuimova & Gaberling (2014), “using drama in
teaching English helps motivate foreign language learning, promotes
foreign language communication skills, offers the opportunity to use
the language under study, results in real communication” -Kuimova, M. V.,
& Gaberling, I. P. (2014). Drama in extracurricular activities for technical university students studying
English as a foreign language. Life Science Journal, 11(9), 352–353.

According to Scovel (1978), Anxiety was defined as “a cluster

of affective states, influenced by factors which are intrinsic and
extrinsic to the foreign language learner” -Scovel, T., (1978). The effect of affect on
foreign language learning: a review of the anxiety research. Language Learning 28 (1), 129e142.
 1.2 Background of Research

According to what Liu (2000), drama successfully motivates the

students and helps in boosting their self-confidence in the learning of
the language - Liu, J. (2000). The Power of readers theater: from reading to writing. ELT Journal,
Volume 54, No. 4, October 2000, pp. 354-361. Oxford: Oxford University Press.

Ntelioglou (2006) pointed out in her research that “They (students)

explained that when they do not have words to explain, they can
always use facial expressions or body language and still participate
and portray complex characters or situations”. - Ntelioglou, BurcuYaman. (2006).
"Crossing borders: Drama in the second language classroom. ME Thesis. Graduate Program in
Education". York University Toronto, Ontario. May 2006.

Previous researches:
The reduction of speaking anxiety in EFL learners through drama techniques by Mine Atas (2015)
The Effects of Drama on Oral Fluency and Foreign Language Anxiety: An exploratory study by
Angelica Galante (2012)
1.3 Problem Statement

◦ Chiu et al.(2010) reported that a high percentage of students

claimed that it was easy for them to become anxious when they
spoke in English - Chiu, C. Y., Chang, K. C., Chen, K. Y., Cheng, W. Y., Li, P. S., & Lo, Y. C. (2010).
College students’ English-speaking anxiety at the foreign language corner. Journal of National
Formosa University, 29(1), 105-116.

◦ Giving oral presentations and performing in front of other students

was reported to be one of the most anxiety provoking situations, as
well (Woodrow, 2006) - Woodrow, L. (2006). Anxiety and speaking English as a second
language. SAGE Publications, 37(3), 308-328.
1.4 Research Objectives

Two research objectives were constructed for to guide this study. They are:

◦ To investigate the effectiveness of drama activities in

terms of anxiety level in a ESL classroom.
◦ To examine the coping strategies used to overcome
anxiety in the drama-oriented second language
classroom.
1.5 Research Questions

According to the research objectives that were constructed, two research questions were
listed down by the researcher:

◦ Does the usage of drama activities is effective in

reducing the anxiety level of students in a second
language classroom?
◦ How do the students deal with the anxiety which occurs
in the drama-oriented second language classroom?
1.7 Operational Definition

Drama techniques: refers to techniques(simulation and role playing)

used to teach L2
1.8 Significance of the Study

◦ After a total of 11 years in primary and high school of learning

English, students still exhibit a low level of English proficiency when
they enter colleges or universities.

◦ Furthermore, the level of anxiety shown while speaking the language

is high. The outcomes of research might provide inputs on the
solution to language anxiety.

◦ This is important since if it is proven that drama activities do reduce

the level of anxiety, the drama techniques should be a compulsory
implementation in classes at primary, secondary and tertiary level.
1.9 Limitation of the Study

◦ Limited to students of a an institution only

◦ Only the speaking skill is observed as the other skills in learning L2 will
not be observed under the treatment of using the drama
techniques
2.0 Literature Review
◦ “Drama activities are also used to raise students’ self-confidence
as second language learners,” (Kao & O’Neill, 1998). - Kao, S. M. and
O’Neill, C. (1998). Worlds into Worlds: Learning a second language through process drama.
London: Ablex Publishing Corporation.

◦ According to Atas (2015), “Drama keeps students active in the

learning situations. Students’ self-confidence and motivation
increase. However, their anxiety level, which plays a major role in
communicative skills in FL classes, decreases.”- Atas, M. (2015). The
reduction of speaking anxiety in EFL learners through drama techniques. Procedia - Social and
Behavioral Sciences. 176, 961–969. doi:10.1016/j.sbspro.2015.01.565
3.0 Methodology
3.1 Research Approach

Quantitative and Qualitative approach

3.2 Research Design

Case Study
3.3 Sample

120 Diploma in TESL students who are in semester 4 of Kolej University

Poly-Tech MARA Kuala Lumpur
3.4 Instrument

A questionnaire will be adopted from Horwitz, Horwitz, and Cope's

(1986) Foreign Language Classroom Anxiety Scale (FLCAS),
The questionnaire consists of TWO (2) parts
a) Part A – demographic/background information
b) Part B – Language anxiety scale
c) Part C – Strategies taken to overcome anxiety

Diary entry (from the students)

3.4 Data Analysis
Research Question Instrument Action
To investigate the FLCAS t-Test will be administered to the
effectiveness of questionnaire data in order to determine the
drama activities in (pre and post) difference
terms of anxiety level between the pre and post-test
in a ESL classroom. results

To examine the Diary entry Students are required to write

coping strategies their feelings after each drama
used to overcome session, and what they did to
anxiety in the drama- overcome their anxiety in order
oriented second to perform the task given by the
language classroom. lecturer
Appendix
Part A: Demographic information

Gender: Male Female

Semester:

Age:
Appendix
Part B
Read the following statements and circle the number which fits your opinion of
yourself. There are no right or wrong answers.
1=strongly
2=disagree 3=agree 4=strongly agree
disagree
Statement Strongly Disagree Agree Strongly
disagree agree
1 I never feel quite sure of myself when I am
speaking English during the drama activity in 1 2 3 4
my English class.
2 I tremble when I know that I’m going to be
called on during the drama activity in my 1 2 3 4
English class.
3 I start to panic when I have to speak English
1 2 3 4
without preparation during the drama activity
4 During the drama activity, when I come out to
perform, I can get so nervous that I forget things
1 2 3 4
I know

5 It embarrasses me to volunteer to answer during

the drama activity 1 2 3 4

6 I can feel my heart pounding when I’m going to

perform during the drama activity 1 2 3 4

7 I feel very self-conscious about speaking English

in front of the other students during the drama
1 2 3 4
activity

8 I get nervous and confused when I am speaking

English during the drama activity 1 2 3 4

9 I get nervous lecturer asks questions which I

haven’t prepared in advance. 1 2 3 4
PART C
Read the following statements and circle the number which fits your opinion of yourself. There are no right or wrong
answers. 1=strongly disagree 2=disagree 3=agree 4=strongly agree
Statement Strongly Disagree Agree Strongly
disagree agree
1 I keep silent when I feel anxious in the during
1 2 3 4
the drama activity
2 I ask my classmate to speak for me when I feel
anxious about speaking during the drama 1 2 3 4
activity
3 I pretend no one else is around when I feel
anxious about speaking during the drama 1 2 3 4
activity
4 I speak Malay/Tamil/Mandarin when I do not
know how to say a word in English during the 1 2 3 4
drama activity
5 I use body language to express myself when I
feel anxious speaking in English during the 1 2 3 4
drama activity
6 I try to relax whenever I feel anxious about
speaking in English during the drama activity. 1 2 3 4

7 During the drama activity, I actively encourage

myself to take wise risks in language learning such
as guessing meanings or trying to speak, even 1 2 3 4
though I might make some mistakes.

8 I give myself a tangible reward when I have done

something well during the drama activity 1 2 3 4

9 During the drama activity, I pay attention to

physical signs of stress that might affect my 1 2 3 4
speaking.
10 I use positive self-talk when I feel anxious speaking
during the drama activity 1 2 3 4

11 I practice privately before I do presentation when

I feel anxious during the drama activity. 1 2 3 4

12 I force myself to participate communicatively

when I feel anxious during the drama activity. 1 2 3 4