THE EFFECTS OF FLUENCY ON READING COMPREHENSION

The effects of fluency on reading comprehension

Abstract

This paper delves into a comprehensive analysis of the use of drama as a tool of teaching English to secondary school students. Unequivocally, the Thesis revolves around the perception that Drama can be used to complement the conventional English learning process in the classrooms in order to achieve a better result. Essentially, the paper discusses the importance and advantages of students' participation in drama. The benefits lurking in the act of students practicing drama has thus motivated teachers to encourage students to participate in the school drama both within and outside the classroom. The paper recommends that drama should be incorporated into the syllabus of students. Again, students should be given independence to work outside the classroom at their own convenient time, probably twice a week, in addition to the drama practices in classrooms.

The effects of fluency on reading comprehension

Overview

Teachers on their own part must be able to develop flexibility to the rigid classroom English teaching. The conventional method has been proven over time that it allows students to acquire grammatically correct written English, albeit with great effort.

The conventional method also fails to equip students with necessary confidence in speaking English. Drama has been proven to greatly help in solving this lack of confidence. It also induces creativity in students in cases where students are encouraged to write their own script themselves.

However, it must neither be erroneously concluded that this thesis intends to refute the fact that conventional method of teaching of English is effective, nor that drama serves as an absolute alternative to the conventional method of teaching English. Conversely, the paper simply subscribes to the inclination that the introduction of drama into the curriculum of English learners will not only enhance the teaching process, but also hasten the students' acquisition process, thus serving as a necessary complement to the conventional method.

Introduction

It is not uncommon for non- speaker of a particular language that is learning such language to lack confidence in speaking the language in public. English learning for non-English speakers is not any different from the above described scenario. Naturally, students of average intelligence tend to gradually pick individual words which they join together rather absurdly. They may succeed to form sentences with the words they picked, but in most cases they only succeed in forming disjointed sentences. Researches have proven that the conventional method of teaching English in classroom is overly responsible for this development, as students concentrate in English writing and leaves them wanting in spoken English. (Vani Chauhan, 2005)

Furthermore, the conventional method ensures that students invest several years of their lives to learning English in class before they can achieve a reasonably level of fluency in the language. Students are therefore likely to find their English classes as boring and tiring. They are inclined to perceive their teachers as subjecting them to monotonous lessons over the years without a palpable ...