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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
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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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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW
Current Practices in Teaching English (Malaysia)
KBSM - Curriculum
Language development in 4 areas:
Reading Writing SpeakingListening
LiteracyOracy
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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW
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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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW
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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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW
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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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW
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)
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Pen-and-paperrole-playinggame /tabletoprole-playing
Participantsdescribe theircharacters' actions
through speech
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EFFECT of ROLE-PLAYBACKGROUND RESEARCH / LITERATURE REVIEW
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)
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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)
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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
PXGZ Research in Education Assignment 2 March 11 23
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
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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
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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)
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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)
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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)
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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
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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
PXGZ Research in Education Assignment 2 March 11 34
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)
PXGZ Research in Education Assignment 2 March 11 35
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
PXGZ Research in Education Assignment 2 March 11 36
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