Learning Provision of English as a Second Language Using Drama in Education to Promote the English Listening and Speaking Skills of Preschoolers

Abstract

This study aimed to examine the effects of learning provision of English as a second language by using drama to promote English listening and speaking skills of preschoolers. The sample group consisted of 20 boys and girls, aged 4-5 years old, studying in one preschool 2/8 classroom, selected by cluster sampling. The instruments used in the study were: 1) English as a second language lesson plan using the 8 careers drama in education concept, which consisted of six steps: step 1: getting to know the characters; step 2: learning the vocabulary and dialogue of the characters; step 3: dressing up according to the characters; step 4: speaking the dialogue; step 5: role-playing; and step 6: summarizing the performance; and 2) an assessment form of the preschoolers’ English listening and speaking skills. The statistics used for quantitative data analysis were mean, standard deviation, and dependent sample t-test. Qualitative data were analyzed using content analysis. The study found that the preschoolers who were provided learning provision of English as a second language through drama had significantly higher mean scores than before the study at the .05 level of significance, both overall and in terms of each aspect, including both listening and speaking skills. They improved their English listening skills skills through games and activities, which required them to listen to and follow instructions. Additionally, their speaking skills developed as they learned new vocabulary, they pronounced words correctly and were able to form short sentences based on the given dialogues in the drama.