This document summarizes a presentation about using Reader's Theatre (RT) to engage learners' comprehension, interest, and motivation to learn literature. It discusses how RT was used in a study with 20 Malaysian students to learn about improving their understanding of literary texts. Questionnaires and interviews before and after using RT showed that it significantly increased the students' comprehension, interest, and motivation levels in learning literature. However, the small sample size limits generalizing the findings.

1. Engaging Learners’
Comprehension, Interest and
Motivation to Learn Literature
Using the Reader’s Theatre
Presenter: Heng Mindy Jen
Instructor: Dr. Pi-Ying Teresa Hsu
Date: March 16, 2011
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2. Citation
Kabilan. K. M., & Kamaruddin. F.
(2010, Decemeber ). Engaging learners’
comprehension, interest and motivation to
learn literature using the reader’s theatre.
English Teaching: Practice and Critique, 9(3),
132-159.
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3. Contents
Introduction
Literature Review
Methdology
Results
Conclusions
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Reflections 3

4. Introduction
Literary pieces for the literature components
in the Malaysian English language teaching
curriculum are identified by the Malaysian
Ministry of Education (MOE).
Difficult to Cultural
understand alienation
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5. 2011/3/16 5

6. Literature Review
RT is well accepted as “an oral
presentation of drama, prose or poetry”.
(McCaslin, 1990, p. 263)
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7. Literature Review
The reading engagement is “active,
analytical, socially negotiated and
interpreted through both verbal and non-
verbal means”.
(Wolf, 1993, p.541)
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8. Literature Review
Reading Reading
attitude confidence
Writing skills Oral fluency
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9. Purpose
To discern if RT is able to enhance
learners’ understanding of the
literacy texts and increase learners’
interest and motivation to learn
literature
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10. Research Questions
What are the learners’ comprehension
levels to learn literature before and after
literature learning through the RT?
What are the learners’ interest and
motivation levels to learn literature
before and after literature learning
through the RT?
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11. Theoretical Framework
Kolb’s Experiential Learning Model for readers’ theatre
3rd phase:
Concrete
Experience
Personal Evaluation
2nd phase: (characterization) 4th phase:
Active Reflective
Experimentation Observation
Peer Evaluation
(Successful learning)
1st phase:
Abstract
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Conceptualization 11

12. Methodology
Participants 20 10 10
Age 14
Education Advanced-level classes in
a premier school
Location North of Peninsular Malaysia
Background 1. Feel painful on reading
2. Not enjoyable
Time 6 months
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13. Procedures
Normal Teaching RT Experimental
First stage Second stage
(before RT) (after RT)
Reading & Research RT Implementation Research
Understanding Questionnaire 1 Abstract Conceptualization Questionnaire 2
Potato People Interview 1 Active Experimentation Interview 2
Concrete Experience
Reflective Observation
January – February March March - June
Teacher Observation
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14. Instruments
5-level Interview Teacher
Likert observation
scale
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15. Questionnaire
Reliability= 0.81
Comprehensi
on problems
Interest & motivation
problems
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16. Questionnaire
Ho: There is NO SIGNIFICANT difference between learners’
comprehension, interest and motivation levels before and
after experiencing RT.
Wilcoxon
T-test is matched-
Sample pairs signed-
not Size=20 ranks test
valid. (配對組符號檢
驗)
Main limitation
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17. 2011/3/16 17

18. Interviews
Do you like learning
literature? Please explain
your answer.
What are your opinions and
feelings of learning
literature using the RT?
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19. Samples of interviews
It made all of us involved become
creative.
We discussed how to present our
chapters more interestingly, for
example, how to act scenes out,
what head gears to wear and the
props to use.
My group wanted to impress
others with the most
interesting presentation.
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20. Teacher Observation
1st and 2nd stage Provide clear Overpowering
explanation claim to validity
Students were interested to know what the
RT project was all about.
But imagination, creativity and role
assuming in RT helped them realize
their potentials.
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21. Wilcoxon matched-pairs signed-ranks test and sign Test statistics for
the comprehension construct
There is a significant effect on comprehension levels
to learns.
.001
.015
p ＜ .05
.002
.001
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.144 p ＞ .0521

22. Wilcoxon matched-pairs signed-ranks test and sign Test statistics for the
interest & motivation construct
There is a significant effect on interest and motivation
levels to learners.
.003
.000
p ＜ .05
.001
.032
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.000

23. Conclusions
The learners’ comprehension of the literary
text was increased, as well as their interest
and motivation.
The learners enhanced their creativity and
critical thinking skills.
The learners also used different ways and
abilities to solve problems,
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24. Reflection
Due to the small sample size, the
findings of this study cannot be
generalized to other contexts.
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25. Sweet are the use of
adversity,
Which like a toad, ugly
and venomous,
Wears yet a precious
2011/3/16 jewel in his head. 25

26. There is a history in
all men’s lives.
每個人的生命都是一部歷史。
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