Experiential learning : the effects of role-play on self-concept and communicative competence

• Main Author: Osman, Siti Rafizah Fatimah
• Format: Thesis
• Language: English
• Published: 2005
• Subjects: L7-991 Education (General)
• Online Access: http://eprints.usm.my/35928/1/SITI_RAFIZAH_FATIMAH_BINTI_OSMAN_%28KHK%29_%28NN24%29.pdf; http://eprints.usm.my/35928/

Kajian ini bertujuan untuk menyiasat sama ada pelajar-pelajar yang melalui pendekatan main peranan dalam sesi pengajaran percakapan merasa perubahan dalam aspek konsep kendiri dan kecekapan komunikasi di antara tempoh waktu praujian dan pasca-ujian berbanding pelajar-pelajar yang melalui pendekatan pengajaran secara tradisional yang berpusatkan guru. Tujuan yang kedua ialah untuk menentukan sama ada perubahan yang berlaku pada konsep diri para pelajar berkadar terus dengan perubahan yang berlaku pada kecekapan komunikasi. Dua kumpulan sampel yang terdiri daripada 59 orang pelajar Semester 2 Diploma Sains di UiTM Perlis telah dipilih menyertai eksperimen. Mereka ialah 27 pelajar bagi kumpulan eksperimen dan 32 pelajar bagi kumpulan kawalan. Kajian ini dilaksanakan selama 14 minggu atau 1 semester pengajian di UiTM. This study attempts to investigate whether learners who are exposed to experiential learning form of role-play experience a change in self-concept and oral competence than those who are exposed to the traditional teacher-fronted approach. Another focus of the study is to determine whether there is parallelism between the changes that occur in self-concept and the changes that occur in oral competence. Two groups of Universiti Teknologi Mara (UiTM) Perlis Diploma in Science Semester 2 students were selected as the subjects for the study. There were 27 students for the experimental group and 32 students for the control group. The study was carried out over a course of 14 weeks and began with the oral proficiency (speaking) test, which was administered as a pre-test for both groups prior to any teaching of speaking component.