< FACULTY: EDUCATION AND SOCIAL SCIENCES (EASS) >

< SEMESTER / YEAR: SEPTEMBER 2022>

      < COURSE CODE: HBET 4203>

<COURSE TITLE: TEACHING OF DRAMA AND POETRY IN ESL>

MATRICULATION NO : <950820105844001>
IDENTITY CARD NO. :           <950820-10-5844>
TELEPHONE NO.          :            <010-2292095>
E-MAIL                          :      <kaniska0620@oum.edu.my>
LEARNING CENTRE :    < BANGI LEARNING CENTRE >

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TABLE OF CONTENTS

NO. TITLE PAGE

1.0 Task 1 Argumentative Essay 3-6

2.0 Reference 7

3.0 Task 2 Lesson Plan: Poetry Text Analysis 8-16

4.0 Online Participation 17-19

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Task 1: Argumentative Essay

When a language's function is acknowledged in every nation, it is considered to have a

universal standing. Despite this, English has been accorded a special place among all
languages, earning the names "lingua franca" (Smit, 2010), "global language" (Crystal,
2003), "international English," or "global English" (Francis & Ryan, 1998) due to its
widespread use in commerce, research, technology, education, the Internet, entertainment,
and sports (Crystal, 2003; De Costa, 2009; Francis & Ryan, 1998; Nunan, 2000; Smit, 2010).
English's significance has an impact on more than just the global exchange of information in
various fields, it also has an impact on Malaysia's new graduates' possibilities for
employment and means of subsistence. One of the top five reasons for the rising
unemployment rate among recent graduates in Malaysia is poor English proficiency.
Preschool education, primary education, secondary education, post-secondary education, and
higher education make up Malaysia's educational system. The various levels of the
educational system use a variety of instructional mediums. Despite the fact that English and
Bahasa Malaysia are required courses in every school, these two languages are viewed as
foreign languages, and as a result, language learning takes place only during the few hours of
weekly classes. Both languages are only taught in terms of their grammar structures and
rules, with an emphasis on improving students' reading and writing abilities in order to meet
academic standards. Therefore, due to the restricted practical utilization at this point, kids are
lacking in performing other language components such as listening and speaking. The
transition to using English and Bahasa Malaysia as the primary instructional languages causes
students to suffer when they enter secondary education. The ability to speak English fluently
throughout the early years of primary school is crucial to one's ability to read and
comprehend English in school for many years to come, even though proficiency in the target
language may improve over time when kids enter the secondary education level. However,
although neglecting the speaking component of language programs can make language
learners anxious and lacking in self-confidence, language teachers frequently fail to
emphasize the skill. ESL teachers should use a variety of language teaching techniques and
oral language practice tactics to encourage the development of oral abilities in children at the
primary education level. This will enable the pupils to flourish in the oral component of the
target language.

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Drama has proven to be a successful tool for involving students and teachers in the learning
process and for teaching the target language in "an interactive, conversational, and
contextualized fashion" (Mattevi, 2005, as cited by Albalawi, 2014). Even though using
drama in educational settings is becoming more popular and is an effective L2 teaching
method. Due to worries about losing control of the class, noise level, time constraints, and
being unable to meet their learning objectives and learning outcomes, teachers have
expressed scepticisms toward this novel approach. They overlook the fact that activities with
a defined structure enable students to enjoy learning while also honing their creativity, critical
thinking, and interpersonal skills. They overlook the fact that activities with a defined
structure enable students to enjoy learning while also honing their creativity, critical thinking,
and interpersonal skills. The usefulness of using drama-based activities as a learning
technique in building L2 proficiency levels among students from Non-Malay Medium
National Schools between the ages of 12 and 13. Drama is a phrase that can be used to
describe both drama and theatre because both fields have contributed to its development.
These complementing disciplines are distinct from one another, yet, at the same time. Drama
techniques refer to group-oriented activities emphasizing communication, meaning
negotiation using a more natural and authentic speech, as opposed to theatre techniques,
which are product-oriented and focus on scripted language and a final staged performance
produced by the learners to complete the language learning experience. The exercises created
for the drama-based teaching strategy were meant to improve and encourage communicative
fluency. Students who participate in drama-based activities find learning to be more
interesting and meaningful since they are interacting with one another. Theatre-In Education
is the use of drama as a tool for language instruction across the curriculum. Understanding
and attitudes are the major aims rather than playwriting or the characters from the
playwriting, as the focus is on the process, not the outcome. Students' involvement in drama-
based activities allows learners to broaden their awareness of language usage, look at reality
from the perspective of fantasy, and search for significance through actions, reinforcing the
assertion that comprehension and attitudes are the main objectives rather than playwriting or
the characters from the playwriting.

Among the four language skills which also include listening, reading, and writing is speaking
or oral skills, which uses a mixed-method approach. There are various viewpoints on oral
skills, but the three main one’s accuracy, fluency, and complexity are the most prevalent. By
evaluating comprehension, exactitude, fluency, and intelligibility independently or in
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conjunction, one might gain another viewpoint on oral abilities. For instance, grammar and
vocabulary, pronunciation, discourse management, and task completion will all be taken into
account when evaluating oral proficiency. The use of a drama-based teaching methodology
has a considerable impact on students' oral L2 proficiency. Although the theatre method of
teaching and learning in L2 is gaining popularity among L2 teachers and students, L2
teachers in the setting of Malaysia have not yet fully embraced and utilized it. Additionally,
L2 learning motivation is divided into three categories: the degree of motivation, the desire to
learn the language, and the attitude toward language learning. The two motivations, however,
are integrative and instrumental. The aspiration to succeed intellectually and economically by
acquiring L2 is an instrumental motive. Integrative motivation is also a representative
example. Additionally, there are four different styles of coding: open, focused, axial, and
selective.

Outcomes from speaking evaluations taken before and after the intervention, as well as from
video recordings of the intervention, supported the notion that using drama as a language
learning technique had a beneficial impact on student's motivation for oral proficiency.
Similar arguments have demonstrated the value of using drama or drama-based activities in
ESL classes to boost students' oral proficiency using several oral proficiency assessment
evaluation criteria with redundant criteria. As script-based and improvisational theatre are
thought of as student-centred teaching methodologies due to the collaborative character of
this learning method, these drama techniques were highlighted in his study. After
experiencing the intervention, individuals were seen to have improved levels of motivation
and confidence. The use of improvisations can help students communicate more fluently, as
seen by the rise in participant confidence, decrease in speaking hesitance, and development of
a good speaking attitude. The role-playing method can help students become more fluent
speakers of the local dialect in a group setting. Role-playing and other dramatic components
like language games, mime, and simulation were highlighted. Role-playing encourages the
acquisition of new linguistic and behavioural abilities as well as creative thinking. Role-
playing or simulation gives students the chance to experiment with and act out various roles
that could be a representation of real-life roles, extending their vocabulary. A contrary
situation, the participants were allowed to freely express themselves in English during the
intervention by taking part in drama-based activities in the classroom. They may now practice
speaking in a secure and relaxed setting thanks to this. As a result, they felt more comfortable
speaking English. Along with the teacher's encouragement, these positive changes in their
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level of confidence resulted in greater motivation to express themselves in English. This leads
to the conclusion that using drama-based activities in English classrooms as a language
learning technique improves students' speech proficiency.

In a nutshell, students between the ages of 12 and 13 acknowledged that their motivation for
learning a language is inextricably tied to a global language, language proficiency, and
language learning activities. The four categories of learning motivation intrinsic motivation,
extrinsic incentive, interpersonal communication (integrative motivation), and academic
goals are included in language learning motivation that focuses on global languages
(instrumental motivation). Apart from the desire in completing an activity that would aid in
their language acquisition, another reason why the participants were driven to learn English
was so they could obtain a reward from their parents. Students who were motivated by the
Language Learning Activities were also present. This was demonstrated by the student's
preference for learning English through the new drama-based activities over more traditional
techniques. Since the drama-based activity was something new for the students, they were
more fascinated and eager to learn English. A few resource restrictions, including a lack of
familiarity, were encountered, and these had an impact on how engaged the participants were
in the lesson. During the lessons, they occasionally grew less focused and more laid back.
The reality that the classes were given in the afternoon and on weekends might have also
appealed to their lack of concentration. The classes were planned in this way for the
convenience of the kids and parents because they are usually more versatile on the weekends
and busier during the week. In the 21st century era, the camera view was periodically
temporarily obscured because of the nature of classroom teaching, which necessitated the
teacher to periodically walk around and check on participants' progress. The language
learning theory on the use of drama-based activities as a learning method in the development
of English oral competency may be effectively broadened and developed with larger sample
size. performed on participants with varying levels of education to assess the effectiveness of
using drama-based activities as a learning approach in the improvement of English oral
competence. Further, as a teacher and parent, you must take into account the pupils'
motivation, attitude toward their learning environment, language phobia, instrumental
orientation, and parental support, all of which are stressed in the socio-educational model.

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Reference
Benabadji, S. (2007). Improving Students’ Fluency through Role-Playing. University of Oran
Es-Senia. Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014).
The Use of Triangulation in Qualitative Research. Oncology Nursing Forum, 41(5), 545–547.
https://doi.org/10.1188/14.ONF.545-547
Galante, A., & Thomson, R. I. (2017). The Effectiveness of Drama as an Instructional
Approach for the Development of Second Language Oral Fluency, Comprehensibility, and
Accentedness. TESOL Quarterly, 51(1), 115–142. https://doi.org/10.1002/tesq.290
Gardner, R. C. (1985). Social Phsycology and Second Language Learning: the Role of
Attitudes and Motivation. Social Phsycology and Second Language Learning.
Albalawi, B. R. (2014). Effectiveness of teaching english subject using drama on the
development of students’ creative thinking.
De Costa, P. I. (2009). English as an international language: Perspectives and pedagogical
issues. World Englishes, 28(4), 552–563. https://doi.org/10.1111/j.1467-971x.2009.01612.x
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes
and motivation. Social Phsycology and Second Language Learning.

7
Task 2: Lesson Plan: Poetry Text Analysis

ENGLISH LESSON PLAN Form 1

Week 2 Class  (Form) 1 BERLIAN Time  1.10 – 1.55pm
Day Thursday Attendance  22/24    
Date  20-Oct-22 Lesson 2 Focus Listening and Reading
Theme Topic
World of knowledge Poem ‘Power’ by Audre Lorde
Language/ Grammar focus Passive voice:
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill Learning Standard 1.1.1 Recognise and reproduce with independently a wide
range of target language phonemes
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementary digital texts by using appropriate reading strategies
skill 3.2.2 Understand specific information and details of simple
Learning Standard
longer texts
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to:
1. Read the poem with proper rhyming words and intonation.
2. State the central idea of the poem.
3. Recite important lines of the poem.
4. Write summary of the poem.
5. Understand the thematic content of the poem.
6. Understand the meaning of the poem according to the poem.
Answer 3 out of 5 questions about the character
Read and write the meaning of each word from each
correctly and in and find the words search in pair
stanza
or group work.
Success Criteria: Pupils can
role play the poem with friends and explain about Review of Vocabulary and Language/Enjambments from
related lines given. previous lesson.
21st Century Activities &
Resources/ Materials   CCE / EE Assessment
Skills
Think-Pair-Share -Worksheets Tree Map  Language Questions 
- Literature
Book/Storybook
- A chart having picture
illustrating the poem
- Flashcard
  Communication   Observation 
-Whiteboard
-Marker pen
-LCD Projector
-Laptop

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 Learning Outline
1. The teacher will recite the whole poem with proper expression, modulation of voice and
Pre-lesson rhythm. Elicits pupils to recite the poem with the proper intonation and rhyming. List out
the meanings of each stanza on the board.
1. Activity 1 - Pupils are introduced to the new target language. Refer to the
‘Power’ Poem in the Literature book. Elicits Wh-questions.
2. Read aloud a stanza from the poem in the Literature Book, p.70–71. Pupils listen and take
note of the difficult words. Teacher then gives the meaning of each word.
Word - Meaning
Shattered- Very Upset
Churns- A large container for milk
Hatred- Intense dislike/hate
Rhetoric- The art of effective/persuasive speaking, especially the exploitation of figure
of speech and other compositional techniques.
Lesson Delivery Poetry- A literary work in which the expression of feelings and ideas is given
intensity by the use of distinctive style and rhythm, poems/genre of literature.
3. Recite it again and pupils write the meaning of each stanza in their notebooks when they
hear it.
4. Activity 2- Pair work, pupils decide who read A and another read B sentence. Pupils recite
aloud the sentence, pair by pair, while the partner listens. Together they decide which
sentence in each pair sounds better.
5. Activity 3- Teacher will explain the Theme, Structure, Tone of the Poem and
Characteristics.
6. Activity 4- To test the knowledge of the students the teacher will ask some questions
related to the poem. Pupils will complete the questions with answers.
1. Cooler: What are the moral values from this poem? Teacher writes the words on the board.
– Power' by Audre Lorde is a graphic and impactful poem that takes on racism in
the justice system, police brutality, and white supremacy. Within the text of
Post Lesson
'Power' Lorde addresses the murder of Clifford Glover and the court was that did
not bring justice for the child or his family.
2. Elicits the pupils, what these things are made of. Class discussion.

Reference
"Power" Out Loud — Listen to "Power" read aloud.
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to:Course

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 Step/Time Content Teaching-learning Note/Resources
activities
Set Induction MI:
A chart having picture illustrating the poem.   1. Teacher shows the
(5 minutes) - Verbal linguistics
main characters
pictures of the poem CCTS:
to pupils.
- Brainstorming
Question:
2. Teacher asks pupils - Generating ideas
Who is Audre Lorde? to name the
Materials:
Expected answers: characters.
- Pictures of the
1. Author of this poem. 3. Teacher tells pupils
characters from poem
2. The main character of the ‘Power’ poem. their characters and
characteristics ‘Power’
3. The mother of the dead child.
4. Teacher asks pupils.
5. Pupils share their
answers with the class.
Step 1 Poem: Power by Audre Lorde 1. Teacher recites a MI:
Presentation/ poem entitled ‘Power’ - Verbal linguistics
Introduction Pictures of characters in the poem to pupils. MV:
(15 minutes) 2. Teacher reminds - Learn new
pupils to listen vocabulary/enjambments
carefully because they Materials:
will be given a task in a - Pictures of characters in
group. the poem
3. Teacher repeats the - LCD projector
poem. -Laptop
4. Teacher asks pupils
difficult words that are
found in the poem.

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 5. Teacher shows
pictures of the
characters and their
characteristics
accordingly in the
poem on the
slideshow and recite
aloud each stanza in
the poem.
Step 2 Poem: ‘Power’ by Audre Lorde 1. The teacher asks MV:
Practice pupils to recite the - Bodily kinaesthetic
(20 minutes) poem from a CCTS:
slideshow with the - Analysing
proper intonation and - Application
rhyming. - Information transfer
2. Teacher explain the Materials:
meaning if each stanza - LCD
and brief about the - A laptop
Theme, Structure and - Poem
the Tone of the Poem. -Task sheet 1 (Match
3. Pupils are required making activities)
to match the flow
story of poem
accordingly.
4. Teacher discusses
the answers with the
class.

Step 3 Guided question and flash cards 1. Teacher divides MI:

Production/ - Questions: pupils into 6 groups - Verbal linguistics
Assessment 1. What is Theme of the ‘Power’ poem? (each group has 4 - Bodily kinaesthetic
(15 minutes) 2. What is the Structure of the ‘Power’ poem? pupils). MV:
3. What is the Tone used in this poem? 2. Teacher gives each - Cooperation
4. Define each stanza? group guided answer
and question cards. CCTS:
- Answers: 3. Teacher gives each - Information transfer
1. ‘Power’  by Audre Lorde is a pathetic poem about the killing pupil a task sheet. - Analysing
of an Afro-American boy. The poet encompasses several 4. In a group of four,

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themes in the poem. The major theme, however, is the three pupils ask
inhuman treatment of Afro-Americans by “white” men. The questions to a pupil by Materials:
“ten-year-old” boy is killed for his colour, nothing else. The using a guided - Question cards
poet quotes the police officer who killed the poor boy, “I question card. - Answer cards
didn’t notice the size nor nothing else/ only the colour.” It 5. The pupil will - Task sheet II
reminds readers of the inhuman treatment the race faces as a answer the questions
whole. Another important theme of the poem is “hatred and by referring to the
destruction”. The poet, Audre Lorde focuses on the hatred guided answer card.
against “black” people and the destruction of humanity at the 6. The three pupils jot
hands of “white” men. The poet also touches on the theme of down the pupil’s
the indignity of “black women”. In the poem, the poet says answers in the task
how those abuses an old woman to manipulate her sheet given.
statement at the court. There is a theme of “poetry vs 7. The pupils in the
rhetoric” in the poem. The poet wrote this poem for the group will take turn to
deceased boy for the sake of saving humanity. And, the answer the questions.
rhetorical statements the police officers used at court to get 8. Teacher observes
free, are meant for “killing” it. and guides pupils’
2. ‘Power’ by Audre Lorde is a five stanza poem that is activity.
separated into uneven sets of lines. The shortest stanza is the 9. Each group presents
first, lasting for only four lines, and the longest stanza is the their work.
second with sixteen lines. Lorde did not choose to use
a rhyme scheme in ‘Power’ nor is there a metrical pattern.
The lines are written in what is known as free verse. But that
doesn’t mean that they are without rhyme or rhythm.
Free verse can make use of both, as well as all forms of
literary devices.
3. She speaks on her rage and how that rage is connected to
the anger of all those abused at the hands of white
oppressors throughout time. The poet uses disturbing images
of violence and death strike at the heart of rhetoric around
whiteness and blackness.
4. Stanza 1: In the first stanza of ‘Power’  is striking and quite
memorable. These are the best-known lines of the poem and
inform the reader from the start that the content is going to
be violent in nature. Lorde also introduces one of the major
themes of this work, the difference between poetry and
rhetoric, such as that used by institutions such as the police
to justify violence against the innocent.

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Stanza 2: The second stanza brings the reader into a

nightmare-sequel scene of death and violence. Lorde speaks

directly about a “dead child” who is haunting her in her

sleeping hours. She is “trapped” in the memory of this child

who was killed so brutally and pointlessly. Lorde uses images

to paint a powerful scene of death and horror. She speaks of

the child’s “blood” as the “only liquid for miles”. As this

stanza progresses one of the best images of the poem is

introduced. She speaks on the whiteness of the desert, a clear

reference to the white power structure of not only the police

force but also the justice system and political and social

systems. This desert of whiteness is stained with the red

blood of the murdered child. It is there that she is lost

without “magic / trying to make power out of hatred and

destruction”. She’s trying to seek out some way of

understanding what happened and using it to gain power, to

change things, to stand up against, and for that which is right.

The enraged tone of the speaker comes through clearly in

these lines. They are enjambed, allowing the reader to move

quickly from one stanza to the next. The second stanza is

focused on the poet’s immediate reaction to the death and

the imagery that haunts her because of it and many similar

killings. The third stanza brings in more context. 

Stanza 3: In the third stanza, which is only eight lines, the

speaker expresses her rage over the policeman’s words of

excuse after the death. She describes the death, the

policeman’s disregard for life, his hatred of black people, and

his flippant comment “I didn’t notice the size nor nothing else

/ only the colour”. Whether true or not, the

officer’s assertion that the colour of this child’s skin was

enough to justify murder is chilling. The speaker also

mentions tapes in this stanza. These comments, his actions,

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and his beliefs are not in question. The resulting court case is

not based on hearsay. Everyone knows what this man,

Thomas Shea, did and why he did it. 

Stanza 4: The fourth stanza describes the acquittal of Shea

and the jury that he was at the brief mercy of. There were

“eleven white men” and one “Black Woman” who

determined his fate, and he was “set free”. The woman

commented that she had been “convinced” that the police

officer had done the right thing. This rhetorical comment,

which is so commonplace is juxtaposed against Lorde’s

scathing restatement of facts. The word “convinced” actually

meant that they had “dragged” her “frame / over the hot

coals / of four centuries of white male approval”. She was

forced, through the bullying, condescension, and power of

the white jurors to agree with them. The poet adds that this

woman was forced to “let go / of the first real power she ever

had”. The last line of this stanza is a powerful metaphor that

puts the entire case into perspective. The poet states that she

has “lined her own womb with cement / to make a graveyard

for our children”.

Stanza 5: In the final stanza of ‘Power’,  the speaker addresses

the difference between poetry and rhetoric. She states that
she is unable to “touch the destruction” inside her. The only
way to get to it is to know her own power. It lies in the
difference between poetry and rhetoric. This difference
allows her to tap into the perspective of black youth. She
compares herself to a “teenage plug” that will one day spark
with all the rage and mistreatment it has had to endure. This
image of youth will then rape an “85-year-old white woman /
who is somebody’s mother”. This violent and horrifying crime
also gets a bit of dialogue to describe it. While the black boy’s
murder was justified because of the colour of his skin, this
crime it was committed by “beasts” and the victim was a

14
 “Poor thing” who “never hurt a soul”. Lorde’s use of these
disturbing images is meant to get to the heart of the issue of
police brutality. As well as force the reader to engage with
topics such as racism, violence in communities of all colour,
and the way that people react to that violence. She is taking
on the justice system as well as the systemic social and
political racism at the heart of everyone’s snap judgments
and more ingrained opinions. 

Closure Question: 1. Teacher CCTS:

(5 minutes) What are the characters in the ‘Power’ poem? recapitulates the - Generating ideas
lesson about the MV:

Expected answers: poem. - We should have interest

1. Young boy/ Black child 2. Teacher instils moral and take initiative to

2. Policeman value. learn literature.

3. Jury 3. Teacher shows a

4. 11 Whiteman picture of the

5. Black women character from the

poem and asks pupils
to state the
characteristics the
they have found in the
picture.

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PART II: ONLINE CLASS PARTICIPATION

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