Increasing Literacy Using Drama Activities as Alternative Methods for Malay Language Teaching and Facilitation among Dyslexia Students

Lena Farida Hussain Chin,Nor Shuradi Nor Hashim,Mohd Kipli Abdul Rahman

doi:10.6007/ijarbss/v11-i12/10318

Lena Farida Hussain Chin, Nor Shuradi Nor Hashim + Show 1 more

Open Access

https://doi.org/10.6007/ijarbss/v11-i12/10318

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Abstract

This study was conducted to highlight the method in drama as one of the alternative approaches in teaching and facilitation for primary students with special needs focusing on level 2 in dyslexia. This study looked into how the Malay Language's teaching and learning facilitation can improve their literacy abilities. This research applied two cycles of Kemmis action research. A drama activity module using the Environment and Green Technology theme has been modified based on the Malaysian National Standard Curriculum for Special Education in Primary Schools (KSSRPK) for learning disabilities by referring to the Standard Curriculum and Assessment Document (DSKP) in Malay Language subject. Data collection and structured interviews were organized by observing eight participants who were the respondents. Analysis of the findings of this study has shown that the involvement of drama activities has shown increased alertness and interest in learning the Malay Language. These activities have stimulated the joy of learning in the students. This study proved that the drama method could contribute to communication skills to improve students' literacy abilities, especially in reading and reasoning. The method introduced has fulfilled the policy highlighted by the Ministry of Education Malaysia in implementing Standard Curriculum for Primary School teaching and learning strategies through the Learning through Play (BMB) approach specifically for Students with Special Needs (MBK).

Highlights

Background of the Study According toManon, McAvoy, and Hunt (2015), the drama and education approach to teaching and facilitation is an excellent new method, and this approach is in line with the views and aspirations of user-friendly 21st-century learning
This study was conducted to highlight the method in drama as one of the alternative approaches in teaching and facilitation for primary students with special needs focusing on level 2 in dyslexia
A drama activity module has been modified based on the National Special Education Primary School Standard Curriculum (KSSRPK) (Learning Problems), which refers to the Curriculum and Assessment Standard Document (DSKP) of Malay Language for Special Learning (Dyslexia 2)

Summary

Introduction

Background of the Study According toManon, McAvoy, and Hunt (2015), the drama and education approach to teaching and facilitation is an excellent new method, and this approach is in line with the views and aspirations of user-friendly 21st-century learning. The Malaysian Education Blueprint 2013-2025 in Shift 2 affirms that the government will ensure every child is proficient in Malay and English Language encouraged to learn additional languages. This method is promoted because Malaysian society has cultural diversity. It is expected to build students' ability to clearly and articulate dialogue through drama activities in Malay Language to strengthen comprehension teaching and facilitation for MBK. It has the potential to strengthen students' ability to combine verbal and non-verbal language skills as a communication system through role-playing methods. It builds MBK students’ ability in reading and reasoning on the information transfer process through play role-playing simulations

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