External Factors Affecting EFL Self-Concepts of Students in Two Drama Clubs

Arifah Mardiningrum(1*),

(1) Universitas Muhammadiyah Yogyakarta
(*) Corresponding Author




DOI: https://doi.org/10.26858/eralingua.v4i1.11402

Abstract


The study focused on the external factors inside the drama clubs affecting the EFL self-concept. The current study used a Comparative Case Study (CCS) design to compare the EFL self-concepts in two drama clubs through six participants. The study was a qualitative study, and the data were collected through interviews. The interviews were transcribed, coded, and analyzed by presenting the finding per drama club and then comparing between the two.  The external factors affecting the EFL self-concept in Drama Club 1 were comparison to peers’ English skills, people perceived as more competent in English, feedbacks from senior members and lecturer(s), play rehearsals, and on-stage performances. Meanwhile, the external factors in Drama Club 2 were preparation, feedback from peers and/or seniors, play-script, on-stage performances, feedback from a lecturer, and audiences’ identity. Comparatively, the factors found hold some similarities in that significant others, their feedbacks, and the activities prior to and during the play had certain roles in affecting the participants’ self-concepts. Meanwhile, the two clubs differ in the number of specific activities and the attitude that resulted from the presence and absence of a teacher figure



Full Text:

PDF

References


Bartlett, L., & Vavrus, F. (2017). Comparative case studies: An innovative approach. Nordic Journal of Comparative and International Education (NJCIE), 1(1), 5 – 17.

Badgujar, L. K., & Madnawat, A. V. S. (2017). A comparative study of self-concept among college going students of Jaipur. Indian Journal of Health & Wellbeing, 8(7), 594 – 597.

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1 – 40.

Chen, X., & Xu, H. (2015). Understanding interaction inside and outside the efl self-concept system: A case study of Chinese learners in Junior High School. Chinese Journal of Applied Linguistics, 38(2), 133-149.

Chen, Y. H., Thompson, M. S., Kromrey, J. D., & Chang, G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. The Journal of Experimental Education, 79(4), 452-477.

Covay, E., & Carbonaro, W. (2010). After the bell: Participation in extracurricular activities, classroom behavior, and academic achievement. Sociology of Education, 83(1), 20-45.

Curtin, N., Stewart, A. J., & Ostrove, J. M. (2013). Fostering academic self-concept: Advisor support and sense of belonging among international and domestic graduate students. American Educational Research Journal, 50(1), 108-137.

Erdogan, T. (2013). The effect of creative drama method on pre-service classroom teachers’ writing skills and attitudes towards writing. Australian Journal of Teacher Education, 38(1), 44 – 6.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications, student value edition. Upper Saddle River, NJ: Merrill.

Kim, Y. K., & Sax, L. J. (2014). The effects of student–faculty interaction on academic self-concept: Does academic major matter? Research in Higher Education, 55(8), 780-809.

Mardiningrum, A. (2019). EFL self-concept in an English drama club: A case study of two English language education department students. In A. Nurmandi, Y. Chen, N. A. b. Ismail, & Z. Rafique (Eds.), Third International Conference on Sustainable Innovation 2019–Humanity, Education and Social Sciences (IcoSIHESS 2019) (pp. 15-21). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/icosihess-19/125919842

Mardiningrum, A. (2017). EFL Teachers’ linguistic self-concept in a study abroad (SA) Program. Journal of Foreign Language Teaching & Learning, 2(2), 27-37.

Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331 – 353.

Mercer, S. (2011a). Towards an understanding of language learner self-concept (Vol. 12). London: Springer Science & Business Media.

Mercer, S. (2011b). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335 – 346.

Modecki, K. L., Blomfield Neira, C., & Barber, B. L. (2018). Finding what fits: Breadth of participation at the transition to high school mitigates declines in self-concept. Developmental psychology, 54(10), 1 – 41.

Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. W. (2011). The reciprocal internal/external frame of reference model: An integration of models of relations between academic achievement and self-concept. American Educational Research Journal, 48(6), 1315-

Özdemir, S. M., & Cakmak, A. (2008). The effect of drama education on prospective teachers' creativity. Online Submission, 1(1), 13-30.

Saldaña, J. (2016). The coding manual for qualitative researchers. Los Angeles: Sage.

Shavelson, R. J., & Bolus, R. (1981). Self concept: The interplay of theory and methods. Journal of educational Psychology, 74(1), 1 – 37.

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of educational research, 46(3), 407 – 441.

Sirisrimangkorn, L, & Suwanthep, J, (2012). The effects of integrated drama-based role play and student teams achievement division (STAD) on students’ speaking skills and affective involvement, Scenario, 2013(2), 37 – 51.

Skaalvik, E. M., & Skaalvik, S. (2002). Internal and external frames of reference for academic self-concept. Educational Psychologist, 37(4), 233 – 244.

Wang, M. (2013). The study on the relationship between English self-concept and significant others. Theory and Practice in Language Studies, 3(8), 1406 – 1411.


Article Metrics

Abstract view : 175 times | PDF view : 2 times

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

Flag Counter