The purpose of this study was to identify the causes of poor speaking skills among pupils and to suggest developmentally appropriate language activities that can help improve upon their listening and speaking skills. The study involved 47 pupils. After taking pupils through the implementation of the interventions in accordance with the research objectives, I realized that, there was tremendous change in the performance of pupils when discussion, storytelling and dramatization were used as intervention strategies.
Pupils' participation and interest in oral communication improved overwhelmingly within the duration of the interventions. In view of this, it was recommended that in as much as possible, teachers should use developmentally appropriate language activities in teaching children listening and speaking in the targeted language.
The researcher also recommended that the ministry of education and all stake holders should try as much as possible to equip the Early Childhood Care and Development centers with adequate and appropriate teaching and learning materials to enhance the speaking skills of children.
Table of Contents
CHAPTER ONE: INTRODUCTION
Overview
Background to the Study
Statement of the Problem
Purpose of the Study
Objectives
Research Questions
Significance of the Study
Delimitation
CHAPTER TWO: LITERATURE REVIEW
Introduction
Concept of Literacy
Concept of Speaking
Concept of Shared Reading
Concept of Audiovisual Materials
Concept of Dramatization
Summary
CHAPTER THREE
METHODOLOGY
Introduction
Research Design
Population
Sample and Sampling Technique
Research Instruments
Data Collection Procedure
INTERVENTION PROCESSES.
Pre Intervention
Week One
Intervention
Week Two – Shared Reading Activities
Week Three – The Use of Audiovisual Materials
Week Four – Dramatization of familiar activities
Week Five – Dramatization of stories
Week Six: Revision
Post Intervention
Week Seven
Method of Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION OF DATA
Introduction
Pre Observation on Pupils’ Fluency of Speech
Post Observation on Pupils’ Fluency of Speech
Comparing Pre-tests and Post tests
Discussion of research questions
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
Summary of the study
Conclusion
Recommendations
Objectives and Topics
This study aims to address the communication challenges faced by kindergarten pupils by implementing structured language interventions. The primary research goal is to investigate how specific teaching strategies—namely shared reading, the use of audiovisual materials, and dramatization—can effectively enhance the speaking skills and oral fluency of pupils in a classroom setting.
- Language development and the importance of early childhood speaking skills.
- Implementation of shared reading to promote vocabulary and oral confidence.
- Application of audiovisual aids to support pronunciation and engagement.
- Utilization of dramatization and role-playing as tools for meaningful communication.
- Action research methodology and assessment of pupil performance via pre- and post-test data.
Excerpt from the Book
Concept of Dramatization
The word drama may produce the image of an end-of-term play, staged by nervous children, organized by overwrought teachers, and watched by fond parents. I want to replace this image with a much less dramatic one. Drama is not only about the product (the performance) but part of the process of language learning. It allows children to own the simple and mechanical language they use by involving their personalities. It gives those children who are shy when speaking a foreign language another character to ‘hide behind’. ‘Dramatizing’ is perhaps a better word for this than drama: dramatizing is much simpler than that nerve-racking end-of-term play.
Dramatizing means that the children become actively involved in a text. This personalization makes language more meaningful and memorable than drilling or mechanical repetition can.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter establishes the necessity of language development in early childhood and identifies the specific communication difficulties observed in kindergarten pupils, providing the foundation for the research study.
CHAPTER TWO: LITERATURE REVIEW: This section provides a theoretical overview of literacy, the importance of speaking skills, and the pedagogical benefits of shared reading, audiovisual materials, and dramatization.
CHAPTER THREE: METHODOLOGY: This chapter details the action research design, the selection of the study population, and the implementation of intervention processes conducted over a seven-week period.
CHAPTER FOUR: RESULTS AND DISCUSSION OF DATA: This chapter presents the data collected from pre- and post-tests, demonstrating the improvements in pupil performance following the intervention strategies.
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION: This final chapter synthesizes the research findings, concludes that the chosen interventions were successful, and provides recommendations for teachers to enhance oral communication in basic schools.
Keywords
Shared Reading, Audiovisual Materials, Dramatization, Speaking Skills, Literacy, Oral Communication, Kindergarten, Language Development, Action Research, Fluency, Pronunciation, Early Childhood Education, Teaching Strategies, Vocabulary, Communication Competence
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on improving the oral communication and speaking skills of kindergarten pupils through the use of specific pedagogical interventions.
What are the central thematic fields?
The core themes include language acquisition in early childhood, the use of interactive reading, the integration of technology, and the role of creative drama in language learning.
What is the main objective of the study?
The objective is to identify causes of poor speaking skills and to suggest and test developmentally appropriate activities to help improve these skills.
Which scientific method is utilized?
The study employs an action research design, utilizing observation and oral tests to gather data and evaluate pupil performance before and after interventions.
What is covered in the main body of the work?
The main body covers the theoretical framework of literacy, descriptions of the intervention processes, and the comparative analysis of pre-test and post-test results.
Which keywords characterize this work?
The study is characterized by terms such as shared reading, dramatization, oral fluency, and language development strategies.
How does shared reading contribute to speech improvement?
Shared reading allows children to observe fluent reading, learn vocabulary in context, and gain confidence in expressing their own thoughts during group sessions.
Why is dramatization considered an effective tool for shy children?
Dramatization provides a character for shy children to "hide behind," allowing them to lose their inhibitions and participate in social interaction without the pressure of their everyday identity.
What role do audiovisual materials play in the classroom?
Audiovisual materials appeal to both sight and hearing, helping to reinforce correct pronunciation, retain information, and increase pupil engagement and interest.
- Citar trabajo
- Anthony Woode-Eshun (Autor), 2018, Using Shared Reading, Audiovisual Materials and Dramatization to Improve the Speaking Skills of Kindergarten Two Pupils, Múnich, GRIN Verlag, https://www.grin.com/document/512529
