An ESP assessment of creativity: Creative adaptation of exemplary stories from islamic hadiths through drama
This study explores English for Specific Purposes creative assessment through dramas of exemplary stories from hadiths. The inter-class drama competition offers innovative ways to enhance students' proficiency and creativity. Three practitioners facilitated a five-stage lesson for nine teams, f...
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| Main Authors: | , , |
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| Format: | Book Chapter |
| Language: | en en |
| Published: |
Penerbit UMPSA
2024
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| Subjects: | |
| Online Access: | https://umpir.ump.edu.my/id/eprint/46204/1/RETHINKING%20LANGUAGE%20EDUCATION%20%5BCHAPTER%2011%20-%20ABDUL%20RAHIM%20ET%20AL%5D-1-2.pdf https://umpir.ump.edu.my/id/eprint/46204/2/RETHINKING%20LANGUAGE%20EDUCATION%20%5BFRONT%20MATTERS%5D.pdf https://umpir.ump.edu.my/id/eprint/46204/ |
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| Summary: | This study explores English for Specific Purposes creative assessment through dramas of exemplary stories from hadiths. The inter-class drama competition offers innovative ways to enhance students' proficiency and creativity. Three practitioners facilitated a five-stage lesson for nine teams, from practices to stage drama production, namely brainstorming for ideas, script writing, drama rehearsal, presentation, and reflection. Once completed, the students wrote self-reflection essays on learning the language using exemplary stories from hadith via dramas. The practitioners also filled in periodic field notes while facilitating the production of the dramas. A concurrent design of mixed methods was employed to collect data from 68 Intermediate Islamic studies students from three second-semester classes. Mean scores of pre- and post-questionnaires were compared, and deductive codes and themes were gathered to identify students' level of motivation and perceived enhancement in their L2 proficiency and creativity. The findings proved the students’ acceptance to be assessed using the drama because they expressed their motivation to compete in the competition. The evaluation from the jury showed language skills encouraging enhancement in six of the nine teams contested. The students also reflected on the need for creative thinking and abilities in staging the dramas. The practitioners found the students’ creative expressions in six activities: exploration, stimulation, relevancy, ego enhancement, knowledge enrichment and making their own decisions. Several practical applications and cognitive values regarding the creative integration of students’ content knowledge in learning the language are put forth for future implementation. |
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