Drama and Poetry in the Mbobpo Ceremony and Its Impact on the Students’ Performance in the English Language in Junior Secondary Schools in Ibiono-Ibom in Uyo Local Government Area of Akwa Ibom State
Chapter One
Purpose of the study
The study sought to find out the effects of drama and poetry in the Mbobpo ceremony on learner achievement in the learning of English Language in Nigerian secondary schools. Also, the research aimed to determine whether English Language teachers used role-play in the learning process. Another objective of the study was to determine if drama and poetry in the Mbobpo ceremony can be integrated into the learning process. Additionally, the study discusses the role of drama and poetry in the Mbobpo ceremony in the communicative approach to learning the English Language. Also, the study explores the learner and teacher opinions on various instructional methods and their effect on learner achievement in the English Language.
Objectives of the study
The study sought to achieve the following objectives:
- To establish the extent to which role-play influences learner achievement in English Language in Ibiono-Ibom In Uyo Local Government Area secondary
- To determine how simulation can be integrated into the process of learning the English Language in secondary schools in Ibiono-Ibom In Uyo Local Government Area
- Examine the utility of drama and poetry in the Mbobpo ceremony in the communicative approach of learning the English Language in secondary schools in Ibiono-Ibom In Uyo Local Government Area Districts.
- To examine the attitude of learners and teachers towards language games as an activity of enhancing the learning of the English Language in secondary schools in Ibiono-Ibom In Uyo Local Government Area.
- To establish learners achievement of the English language when drama and poetry in the Mbobpo ceremony is used in teaching and learning of the English language in secondary schools in Ibiono-Ibom In Uyo Local Government Area.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Drama and poetry and the communicative approach
The communicative approach theories of language teaching put emphasis on communicative competence which rovide the learner with the opportunity to learn the English language skills. Additionally, Desialova (2009) explained that communicative competence is the goal of language learning it empowers the learner with oral skills. Further study by Barbu & Lucia (2007) asserted that communicative skills can be achieved by giving attention to language use, theory accuracy, language authenticity, and fluency application in the classroom. The study done by Fleming (2006) on use of drama in communicative approach suggests that the learner is an active participant in the process of language learning in the class room. The study by
Fleming (2006) concurs with the above views because communicative approach promotes self-learning, group interaction, and peer teaching . Communicative approach takes into account psycholinguistic and cognitive processes involved in language learning. Moreover, Cawthon &Dawson (2009) suggested that using drama to teach English speaking skills results in real communication. When the English language teacher fails to utilize drama and poetry in the Mbobpo ceremony in communicative approach learner achievement is lowered. In addition, Peregoy & Boyle, (2008) asserted that dramatic activities enable the learner to gain the confidence of using the language inside and outside the class room environment. According to Munther (2013), stated that teaching the English language through drama provides the learners with an opportunity to use the language in class. Additionally, learners get a context for listening, and meaningful language production is acquired. Moreover, Peregoy and Boyle (2008) observed that learners‟ use own language resources when acting role play, thus enhancing their linguistic ability. Moreover , Ulas (2008) asserted that drama improves oral communication as a form of communication methodology; infact, Blatner (2002) explained that role play provides the opportunity for the student to use language meaningfully and appropriately.
A study by Das (1984) on communicative approach refers to the “What” and “How” of language teaching and learning. The “What” refers to the contents to be taught to the learners. The study of Das established that language can be used for communication of meanings. Additionlly, Stephenie (2011) explained that structures, forms, and vocabulary are enhanced when role play is used in learning the English Language. An earlier study by Rooney (2004) indicated that the communicative method of language learning puts emphasizes on the grammatical and lexical aspects of language learning. In communication approach, the “what” communication competence puts emphasis on learner‟s ability to use the language appropriately. Communicative activities refer to the techniques which employ communication method in language teaching. Examples of these activities are games, exercises, and role play. According to Astrid (2005) asserted that drama and poetry in the Mbobpo ceremony activities involve listening, speaking, reading, and writing skills, which empower the learner in acquiring knowledge of the language.
Drama used in classroom teaching is considered as a communicative activity since it fosters communication between learners and provides opportunities to use the target language (Astride 2005; Brown, 1988). Communication activities are purposeful, and provide interactive opportunities where the learner actively communicates and concentrates on how to go about a task (Rooney, 2004; Berry, 2000).
A study conducted by Rivers and Temperley (1978) reveals that new skills are acquired in language learning when dramatic genres are used in learning the English language. The researcher has paraphrased the study in a diagram to explore the process involved in communicative approach using dramatic activities. The learners use their cognitive ability to grasp knowledge about a play (Bailey, 1991). Therefore, the contents of the role-play are internalized. Drama provides an opportunity for the learners to communicate language meaningfully (Jones, 1990).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with design of the study, target population, sample size, and sampling procedures. Other areas discussed are: research instruments, reliability, and validity of research instruments, data collection procedure, data analysis, and ethical issues
Research design
This study used quasi experimental design. According to Ary, Jacobs, Razarieh & Soren Den, (2006), quasi – experimental design does not involve random assignment to treatment groups but manipulates an independent variable to permit the researcher to reach reasonable conclusions. Quasi experimental research design is suitable for this study, due to its statistical characteristics to test causal hypothesis. Quasi experimental design enabled the study to achieve its objectives, as measured by research instruments, pretest, and post-test.
Pre-test and post tests group designs were used in the study. The researcher consulted the head teachers and teaches involved in the study and agreed to have 30 students from eight secondary schools to do the tests, this catered for all respondents involved in the study since some schools had less than 40 (forty) candidates. A total of 240 students sat for both pre-test and post test exams. The two groups experienced the same conditions except that the experimental group experienced the treatment.
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION
Questionnaire response rate.
A sample of 66 public secondary schools in Ibiono-Ibom In Uyo Local Government Area were selected for this study following the procedures described in chapter three.
A total of 66 out of the targeted 80 schools participated in the study giving a response rate of 82.5 percent which was considered adequate for the study.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter provides a summary, conclusion and Recommendations of the study. The researcher presents each objective separately, a summary of the study, of the findings by objectives and hypothesis. The study establish major findings which make a direct contribution to knowledge and policy formulation. Recommendations for policy and practice have been stated. Finally, suggestions for further research have been made.
Summary of the study
The purpose of this study was to investigate the effect of drama and poetry in the Mbobpo ceremony on learner achievement of the English Language in Akwa Ibom State secondary schools. The study sought to establish how drama and poetry in the Mbobpo ceremony can be integrated in the process of learning the English Language. The study investigated dramatic genres such as role play, mimicry, simulation, language games, facial expressions,tonal variations, and their contribution to learner achievement.
According to this study choice of instructional methods affects learner achievement. The results show that instructional methods, instructional materials, in-service and syllabus coverage contribute greatly to learner achievement. During data collection, English language tests were analyzed and errors corrected when using dramatic genres during the teaching experiment. During classroom interaction, relevant English language textbooks were checked and dramatic activities commonly used in the classroom observed. The pretest and post test results were analyzed. Statistical analysis used was anova, correlation coefficient and T. Test of comparison.
Conclusion
The study has established that there is a relationship between learner achievement and the type of instructional method used. The students had performed fairly in the pretest tests; however, they did very well after being exposed to the experiment; (post test). Quasi-experimental design explores the opportunity for Teacher-student interaction, student –student interaction, student text interaction where the student reader is perceived as involved in an interaction dialogue Munther (2013). During the learning session the role of the teacher is to facilitate and instruct students on their learning activities such as group discipline conversational and discourse strategies in language learning. At the end of the lesson the teacher recasts student‟s responses using gestures , non-verbal demonstrations to correct grammatical and phonological errors.
Drama and poetry in the Mbobpo ceremony sets the stage for student-student interaction and this encourages language acquisition. When student practice role play, the speaker could adjust speech and imitate various characters. The students are at similar learning level; therefore their utterances to one another tend to fall within Vygosky‟s zone of proximal development (Vygosky 1978). The development level of any student is what he or she can do alone; the proximal level is what he or she can do with supportive coloration. Drama and poetry in the Mbobpo ceremony provides an opportunity for student-student interaction, which provides a higher probability of learning and promotes cognitive ability in the learner.
The use of dramatic genres (role-play and simulation) in learning the English language is innovative language teaching. There is emphasis on the use of the communicative approach in language teaching. Drama in the learning of the English language creates a suitable environment for meaningful learning. On the other hand, it should not be used in isolation but should be used in an integrated approach or language learning. Drama and poetry in the Mbobpo ceremony should be part and parcel of the communicative classroom methodology in learning the English language as a second language.
Drama and poetry in the Mbobpo ceremony provides relevant, essential and enriching learning episode. The technique creates an enjoyable and exciting experience and the students are left with a greater understanding of their subject and a clear idea of how to develop ideas. Drama can be used as educational promoter in aspects such as creating stimulating environment for learning, it fosters social, intellectual and the linguistic development in the student . Role-play in this study was carefully planned in both the construction, organization and running of the play. The development of conferencing system provides a web CT, and opportunity to use technology to aid teaching and learning using drama and poetry in the Mbobpo ceremony, this study has established that the conferencing system provided in web CT can be incorporated in teaching the English Language using dramatic genres. This web houses the virtual space for role play and enables communication and collaboration among learners‟ and between the students and the lecturers. The web enables access to “just in time” resources by making available to students resources such as up to date news from electronic newspapers and web sites, from over the world and when they need them. This empowers the capability of the role play, as students enhance their understanding of technology and gain key transferable technology skills (Linser & Naider, 2001).
Recommendations
Addressing the key findings of the study on the use of drama and poetry in the Mbobpo ceremony in teaching and learning the English language, a number of recommendations are made:
Using dramatic genres in teaching and learning of the English language.
In view of the poor performance of the English language in spoken, written and at NECO, English language in Akwa Ibom State. It was vital for the government through the ministry of education to pay special attention in boosting utility of dramatic genres in teaching the English language.
- a) It was therefore recommended that, policy makers and education planners should come up with practical strategies of providing teaching and learning resources which highlights dramatic genres and will make learning captivating to
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