STUDENTS' PERCEPTION OF TABLEAU IN EFL CLASSROOM

Aulia Agustin(1), Susilowaty Susilowaty(2*),

(1) Sampoerna University
(2) Sampoerna University
(*) Corresponding Author

Abstract


This is the qualitative study that examines the students perception of benefits and concerns of tableau used in EFL classroom. Tableau actually is one of the process drama techniques which allows the students to create a living picture using their body, gesture, and facial expression. Tableau is theoretically useful for students to be engaged in reading because it offers all reading strategies. However, there has been few available studies regarding to tableau, especially in EFL classroom context. It was then compelling for conducting the study of how students perceive of their experience in doing tableau in their classroom. The participants were 25 students in one of the EFL classroom in Indonesia. These participants were engaged in doing tableau for three-time meetings. After they experienced doing tableau in their classroom, they were asked to write a reflective journal to know their perceptions in regards to the benefits and concerns of tableau. Moreover, four participants were interview to get deeper understanding of their perception of tableau. The results from reflective journals and interviews revealed that the students perceived several benefits were gained after doing tableau, such as it helps them create sensory images, gain more vocabulary knowledge, deepen characters feeling, learn collaboratively, provide an alternative learning, and creating a fun atmosphere in the classroom. However, they also perceived several concerns about tableau, such as it takes much time, some ineffective groupworks still happens, and they also reported that they found some students misinterpreted the text in tableau.

Keywords


Tableau, process drama technique, students’ perception, EFL classroom

Full Text:

PDF

References


Adomat, D. S. (2012). Becoming characters: deepening young childrens literacy understanding through drama. Journal of Childrens Literature, 38. Retrieved from http://search.proquest.com/docview/1266034943/abstract?accountid=108784

Afflerbach, P. (2004). Assessing adolescent literacy. New York: Guilford Press.

Alsamadani, H. A. (2011). The effect of the 3-2-1 reading strategy on EFL reading comprehension. English Language Teaching Journal, 4(3). Retrieved from http://www.ccsenet.org/elt

Baruch, Yehuda. (2006). Role-play teaching: acting in the classroom. ProQuest Education Journals. Retrieved from http://search.proquest.com/docview/209902263?accountid=108784

Basom, J. (2005). What is drama education?. Retrieved from http://www.dramaed.net/definitions.pdf

Bell, N. (1991). Visualizing and verbalizing for language comprehension and thinking.

Paso Robles: NBI Publications.

Bengtsson, J. (2007). Students perceptions of and attitudes to drama in English language education: An investigation among pupils in a vocational upper secondary school. (Doctoral dissertation). Retrieved from http://dspace.mah.se/bitstream/handle/2043/7584/Dissertation-Jasmina-Bengtsson- 2008.pdf?sequence=1

Bogdan, R. C & Biklen, S. K. (2003). Qualitative Research for Education: An introduction to Theories and. Methods (4th ed.). New York, NY: Pearson Education.

Bolton, G. (1976). Drama as education. Harlow, Essex, England: Longman. Bruce, A. (2010) Teaching vocabulary using movement in kindergarte classroom.

(Doctoral dissertation). Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1006&context=e hd_theses

Candraningrum, D. (2008). The challenge of teaching English in Indonesian's muhammadiyah Universities. Berlin: Lit Verlag.

Clark, C. & Akerman, R. (2006). Social inclusion and reading: An exploration. Retrieved from http://www.literacytrust.org.uk/research/interesting%20-choice-final.pdf

Cooper, J. D., & Kiger, N. D. (2001). Literacy Assessment: Helping Teachers Plan Instruction. Boston: Houghton Miffli.

Cramer, N., Cheek, E., & Ortlieb, E. (2007). The art of shading: Dramatizing literacy.

ProQuest Education Journals.

Cummins, J. Frome Coercive to collaborative relations of power in the teaching of literacy. (1994) Ferdman, B., Weber, M., & Ramirez, A. (Eds.) Literacy across languages and cultures. (pp. 295-326). Albany: State University of New York Press.

Davis, B. G. (2002). Collaborative learning: group work and study teams. Retrieved from http://teaching.berkeley.edu/bgd/collaborative.html

Dewey, J. (1938). Experience in education. New York: Macmillan.

Esterberg, K. G. (2002). Qualitative Methods in Social Research. New York: McGraw- Hill.

Freire, P. (1987). Pedagogy of the oppressed. New York: Continuum.

Guerrero, A. M. (2010). From Comprehension to community: Process Drama in the Classroom. Retrieved from http://dp.hightechhigh.org/~aguerrero/Files/GSE/From%20Comprehension%20to

%20Community.pdf

Gngr, A. (2008). Effects of drama on the use of reading comprehension strategies and on attitudes toward reading. Journal for Learning through the Arts, Center for Learning through the Arts and Technology, UC. Retrieved on 24 March, 2012 from http://escholarship.org/uc/item/4d62r6p9

Harste, J. C. (1989). New policy guidelines for reading: connecting research and practice.

US: Natl Council.

Hatch, Amos J. (2001). Doing qualitative research in education settings. New York: State University of New York.

Heathcote, D. (1984) Collected writings on education and drama. Johnson, L. & O.Neill,

C. (Eds.) Evanston: Northwest University Press.

Hertzgerg, M. (2001). Using drama to enhance the reading of narrative texts. ERIC Education Journal. Retrieved from http://www.cdesign.com.au/aate/aate_papers/105_hertzbe rg.htm

Hoyt, L., &Ames, C. (1997). Letting the learner lead the way. Primary Voices K-6, 5(3), 14-27.

Huat, J. D., & Mei, Y. S. (2005). Using journal writing to understand primary three students perception of multiplication and division: Case study. Center for Research in Pedagogy and Practice. Retrieved from http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00319.pdf

Hybels, S., & Richard L. W. (2004). Self perception, and communication. Retrieved from http://higherd.mcgraw-hill.com/sites/html.Accesseed

Iftanti, E. (2012). A survey of the English reading habits of EFL students in Indonesia.

TEFLIN Journal, vol 23 number 2. Retrieved on April 2013 from https://lib.atmajaya.ac.id/Uploads/Fulltext/187210/artikel/Erna%20Iftanti.pdf

International Association for the Evaluation of Educational Achievement (2006). Progress in international reading literacy study (PIRLS) assessment framework and specifications [Data file]. Retrieved from http://timssandpirls.bc.edu/PDF/P06_IR_Ch1.pdf

International Association for the Evaluation of Educational Achievement. (2011). progress in international reading literacy study (PIRLS) 2011 international results in reading [Data file]. Retrieved from http://timssandpirls.bc.edu/pirls2011/downloads/P11_IR_FullBook.pdf

Kabilan, M. K., & Kamaruddin, F. (2010). Engaging learners comprehension, interest and motivation to learn literature using the readers theatre. English Teaching: Practice and Critique.

Kelner, L. B., & Flynn, R. M. (2006). A dramatic approach to reading comprehension strategies and activities for classroom teachers. Portsmouth, NH: Heinemann.

Kener, D., & Gonchar, M. (2012, August). Scenes in Tableau: Drama Strategies to Use With Any Days Times (Part 2). The New York Times. Retrieved from http://learning.blogs.nytimes.com/2012/08/07/scenes-in-tableau-drama-strategies- to-use-with-any-days-times-part-2/

Kirana, C. (2005). The correlation between the intellegence and reading achievement of the first year students of SMA Xaverius 1 Palembang. Unpublished thesis.

Inderalaya: Faculty of Teacher Training and Education, Sriwijaya University.

Kundin, D. M., Meath, J. (2009). Arts for academic achievement evaluation report. Center For Applied Research and Educational Improvement. Retrieved from http://conservancy.umn.edu/bitstream/143834/1/AAATableauFinal.pdf

Liu, J. (200). Process drama in second-and-foreign-language classrooms. UK: Ablex Publishing.

McMaster, J. C. (1998). Doing literature: Using drama to build literacy. The Reading Teacher, 51(7).

Miccoli, L. (2003). English through drama for oral skills development. ELT Journal 57

(2): 122-129.

O'Neill C. (1995). Drama worlds: A framework for Process Drama. Portsmouth, NH: Heinemann.

Patton, M. Q. (1990). Qualitative evaluation and research methods, 2nd edn. Newbury Park, CA: Sage

Pfister, M. (1997). The theory and analysis of drama. University of Cambridge: Press Syndicate.

Porter, G. (1989). Role Play: Resource Books for Teachers. Oxford: Oxford University Pres.

Rao, V. S. P. & Narayana, P. S. (1998). Organisation theory and behaviour. Delhi: Konark Publishing Company.

Branscombe, M. & Schneider, J. J. (2013). Embodied discourse: Using tableau to explore preservice teachers reflections and activist stances. Journal of Language and Literacy Education [Online], 9(1), 95-113. Retrieved at http://jolle.coe.uga.edu/wp- content/uploads/2013/05/embodied-discourse.pdf

Rookes, P., & Willson, J. (2000). Perception: Theory, development, and organization. US: Roudledge Moduler Psychology.

Rose, D., Parks, M., Androes, K., & McMahon, S. (2000). Imagery-Based Learning: Improving Elementary Students Reading Comprehension With Drama Techniques. Journal of Educational Research, 94 (1), 55-62. Retrieved on March 14th, 2012 from http://search.proquest.com/docview/204198971/fulltextPDF/1378E8BFB4734D9 4054/8?accountid=108784

Shulman, L. S., & Shulman, J. H. (2004), How and what teachers learn: A shifting perspective [Electronic version]. Journal of Curriculum Studies, 36, 257-251.

Snow, C.E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Pittsburgh, PA: RAN

Sun, Ping-Yun (2003). Using drama and theater to promote literacy development: Some basic classroom applications. The Clearinghouse on Reading, English, Drama and Movement and Communication. Retrieved from http://www.eric.ed.gov/PDFS/ED477613.pdf

Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. US: Pearson. Tortello, R. (2004). Tableaux vivants in the literature classroom. The Reading Teacher, 58,

United Nations Development Programme. (2013). Human development report 2013: The rise of the south human progress in a diverse world [Data file]. Retrieved from http://hdr.undp.org/en/media/HDR_2013_EN_complete.pdf

UU no.20 Tahun 2003 [Law of the Republic of Indonesia no. 20 of 2003 on the national education system] (2003). Jakarta: Republic of Indonesia. Retrieved from http://www.inherent-dikti.net/files/sisdiknas.pdf

Venita, Y., Hayati, R., & Silvhiany, S. (2010). Reading attitude and reading habit of public vocational school students in palembang in relation to their reading achievement. TEFLIN International Journal. Retrieved from https://lib.atmajaya.ac.id/Uploads/Fulltext/168617/artikel/Yulistya%20Venita%20,

%20Rita%20Hayati%20,%20and%20Sary%20Silvhiany.pdf

Welstek, Gustave (2005). The drama of English language arts: Using process drama to deconstruct a midsummer nights dream. ProQuest Education Journals.

Wilhelm, J. D. (2002). Action strategies for deepening comprehension. Scholastic Professional Books.

Willcutt, J. R. (2007). Arts for academic achievement: A brief review of research on readers theatre and tableau in literacy instruction. Center for Applied Research and Educational Improvement. Retrieved from http://aaa.mpls.k12.mn.us/about- aaa/high-potential-strategies/tableau

Wilson, G. P. (2003). Supporting young childrens thinking through tableau. Proquest Education Journals. Retrieved from http://search.proquest.com/docview/196898347/13E09F012EC28C14412/1?accoun tid=108784




DOI: https://doi.org/10.24071/llt.v22i2.2036

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Aulia Agustin, Susilowaty Susilowaty



Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.