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IYSJL, Volume 4, No. 1, August 2021
1
IYSJL (2021)
Audience’s Perception towards using Performing Arts in
Enhancing English Skills
Noor Hasbullah ‘Arif M. Effandy1, Lilisuriani Abdul Latif1*
¹Kulliyyah of Languages & Management, International Islamic University
Malaysia
*Corresponding author’s email: lilisuriani@iium.edu.my
ABSTRACT
This study aims to investigate the audience’s perception towards the use of
performing arts as a platform in enhancing English conversational skills. There
are many research done by past scholars that investigated the use of either
theatre, drama or short films in students’ English language learning, but there is
little to no research done that look into audience’s perception on using theatre
and short film to enhance English conversational (speaking and listening) skills.
This research used a quantitative approach to collect the data by distributing a
questionnaire to 101 Kulliyyah of Languages and Management (KLM) students
who had watched at least one English theatre and one English short film. The
findings answered all four research questions that fit the objective of the paper,
in which the paper found that the audience does perceive that the use of theatre
and short film can enhance their English speaking and listening skills. This
paper served to be beneficial to future researchers and educators by providing
new information in the field of performing arts and language teaching. Apart
from that, the paper can also be beneficial to the government in their planning
to devise new academic syllabus to improve Malaysian teaching methods when
it comes to language teaching.
Keywords: Performing Arts, Theatre, Short Film, Speaking Skills, Listening
Skills
INTERNATIONAL YOUNG SCHOLARS
JOURNAL OF LANGUAGES
Audience’s Perception towards using Performing Arts for English Skills
2
INTRODUCTION
Performing arts have been globally accepted as an industry that is widely popular.
It is welcomed by people of various backgrounds. In the modern era, art can easily
be accessed virtually either in a form of a show (drama, recorded theatre shows,
sketches, poetry recital etc), songs and even dances. McCarthy et al. (2001) define
performing arts as:
By the performing arts we mean theater, music, opera, and dance, from the
traditional “high arts” to the popular arts, including live arts performed in all
venues and non-live arts through all forms of mass media: CDs and other
recordings, radio, video, television, and the Internet. (p. 5)
Performing arts have long been introduced in the world. According to
McCarthy et al. (2001), performing arts had existed since the 19th century. Over
the years, performing arts have evolved from being exclusive to the American
public to wider audiences from all over the world. In the modern era, performing
arts have been inculcated in various countries’ educational systems.
Malaysian Qualifications Agency (2014) laid out the aims and objectives
of performing arts education as well as their respective possible designations.
This shows that the education in performing arts is being acknowledged by the
government and the locals, as well as it is being accepted that there is a
profession coming out of performing arts education.
Using performing arts to learn language is possible with respect to
performing arts for educational purposes, This statement is supported by many
past scholars in their articles. In learning a specific language, it is important to
master the four macro skills in a language; reading, writing, speaking and
listening. This is supported by a statement made by Tolchinsky (2009) that
describes the mastery of a language is to learn the written and spoken modalities.
There are many ways to enhance English conversational skills, and one
of them is through performing arts. Shriganeshan (2019) mentioned that his
exposure to arts (theatre) was during the time he was a ‘boy scout’, where he
was asked to script, act and direct the plays during camp-fires. He continued by
stating that this was the time he realised that theatre can be used to teach
language, apart from boosting the students’ confidence. Another paper shared
that theatre and second language learning share communication elements with
the goal of achieving effective communication (Gualdron & Castillo, 2018).
IYSJL, Volume 4, No. 1, August 2021
3
PROBLEM STATEMENT
Many research had been done on the improvement on English conversational
skills by using performing arts. One research found that students underwent
Teaching Artist Project (TAP) performed better in their speaking assessment
(Greenfader, Brouillette & Farkas, 2014). Another research that was done by
Iamsaard and Kerdpol (2015), a similar result in which grade 11th students in
Thailand who attended the teaching class using dramatic activities improved
significantly in terms of their communicative speaking skills. However, there is
not much research done on the audience’s perception towards the usage of
theatre and short film as a tool in enhancing English conversational skills.
This study is conducted to see the usage of theatre and short film as two
platforms of performing arts in enhancing audience’s English conversational
skills. This research adapting a research done by Liando, Sahetapy and Maru
(2018) that studied the perceptions of English major students in North Sulawesi
towards watching English movies to improve their listening and speaking skills.
To achieve the objective, the research has developed four research questions,
which are:
i. Research Question 1: What is the audience’s perception towards the use
of theatre as a platform in enhancing English speaking skills?
ii. Research Question 2: What is the audience’s perception towards the use
of short films as a platform in enhancing English speaking skills?
iii. Research Question 3: What is the audience’s perception towards the use
of theatre as a platform in enhancing English listening skills?
iv. Research Question 4: What is the audience’s perception towards the use
of short films as a platform in enhancing English listening skills?
LITERATURE REVIEW
Performing Arts
Performing arts include the showcasing of a theatre, music, film, dance, to the
audience (Fareeth, 2016; McCarthy et al., 2001; MQA, 2014). It can be seen from
the definitions by these scholars that platforms of performing arts such as acting,
singing, dancing serves as a platform to express emotions. Sandström (2010)
defined performing arts as an artistic form of communication that constitutes a
social structure within communities.
One of the advantages of performing arts is that it serves as a form of
therapy to the performer and the audience. Rowe (2018) stated that arts can be
Audience’s Perception towards using Performing Arts for English Skills
4
used as forms of therapy. This shows that performing arts can affect the
audience’s life in a positive way as performing arts does not only involve the
performers and the audience in an entertaining manner, but also using their mind,
body, emotion and social interaction.
Theatre
Theatre can be elucidated as a means of communication between performers and
between performers and audience, as Gualdron and Castillo (2018) mentioned
that theatre is greatly an experiential art, to both the audience and the performers
that intervene and interact during the play.
Gualdron and Castillo (2018) conducted a research in which they aimed
to find out the competency of the participants on their English skills through
theatre. They used a qualitative approach in order to obtain in depth results of this
study, in which the study was done in a long-term application of a theatre-based
technique for language learning, and this method was approved and guided by
theatre experts and foreign language experts (Gualdron & Castillo, 2018). They
distributed a survey and conducted an interview to the participants, and they found
out that the 64 percent of the total participants believed that their English had
improved and boosted their confidence level as well as gained more interest in
English language learning through theatre (Gualdron & Castillo, 2018).
Short Film
Short film is an original video or frames of pictures that has a length of 40
minutes or less, and this includes the end credit scenes as well (as cited in
Kamardin, 2013). Kabadayi (2012) stated that a short film is a film production
type which makes effort to achieve the theme it addresses in a short time and
therefore arranges its structure in an impressive way.
Ahmad Munawir and Ridwan (2018) conducted a research on listening
skills and short films. The research investigated if the participants of Classroom
Action Research (CAR) had any improvement in their listening skills after being
exposed to short film materials. The sample of the research was 10 second year
students and they answered a multiple choice test, in which the result of the test
would then become the data for this research and the students were then given a
questionnaire to identify the students’ opinions toward listening to the short
films (Ahmad Munawir & Ridwan, 2018). The finding of this research showed
that there are several external factors that affect the students’ ability to identify
words; speech rate, vocabulary and pronunciation. In regard to using short film
to improve the students’ listening skills, the researchers stated that this study
shows that application toward listening using short film materials has
IYSJL, Volume 4, No. 1, August 2021
5
developing effect students’ listening skill due to the combination of visual
images and sound which stimulate student’s perceptions in the questionnaire.
Conversational Skills
Conversational skills, as defined by Veneziano (2014), are the rules for any
conversation to occur by the existence of the speaker and the listener. Through
this definition, we can say that a conversation needs at least two people, in which
one would be a speaker and another would be a listener.
Speaking Skills
Speaking skills can be defined as the skills needed to speak a language,
including knowing to use the right words with the correct pronunciation,
knowing when clarity of message is essential and when precise understanding
is not required (interaction/relationship building) as well as understanding how
to take into account who is speaking to whom, in what circumstances, about
what, and for what reason (Kürüm, 2016).
Ubaedillah (2019) conducted a research to identify improvement of
students’ speaking ability through Jigsaw method. The sample of this research
was students from a private iniversity who were in their second semester
(Ubaedillah, 2019). The students were put into two groups. The control group
was the group with students who were not taught by using the Jigsaw method
throughout the research period, and the experiment groups consisted of students
who were taught by using the Jigsaw method. In this research, the students’
speaking skills were examined before and after the use of the Jigsaw method.
The results of their oral tests before and after the Jigsaw method were analysed
by using basic and inferential statistical methods (mean, standard deviations,
paired sample t-test, and effect size). The research found that the Jigsaw method
helped to improve the students’ speaking ability as the method would require
students to do small discussions and this motivated them to use their speaking
ability to share opinions (Ubaedillah, 2019).
Listening Skills
Listening skill is the active and dynamic process of attending, perceiving,
interpreting, remembering, and responding to the expressed (verbal and
nonverbal) needs, concerns, and information offered by other human beings
(Deveci, 2018, p. 85).
Nurhidayah and Rinda (2019) explored EFL students’ listening
Audience’s Perception towards using Performing Arts for English Skills
6
comprehension problems as well as the factors contributing to the problems.
Their research samples were the second semester students and the data was
collected through observation, interview and documentation. Their findings
showed that the students had low listening comprehension in terms of making
inference (in which only 28 percent of the sample can make inference) and that
they had low level of confidence to listen in English. The student also had
difficulties concentrating well while listening to spoken texts due to the noises.
They concluded that the EFL students’ listening abilities were affected by
internal and external factors (Nurhidayah & Rinda, 2019).
Research Methodology
This research intended to identify the audience’s perception towards the use of
performing arts in enhancing English conversational skills. The research focuses
on theatre and short film as well as on speaking and listening skills as those two
are part of the conversational skills. As this paper is done to identify the
perceptions, a descriptive research design is adopted, where “the goal of
descriptive research is to describe a phenomenon and its characteristics”
(Nassaji, 2015).
The data was collected using a quantitative approach in which the
researcher distributed the questionnaires. Gall et al. (2007) mentioned that an
observation or a survey fits to collect the data. A quantitative approach was
chosen because it is a scientific and systematic method that can quantify and
analyse numerical data collected to answer research questions like “what, how,
where” and many more (Apuke, 2017; Kothari, 2014). The questionnaire was
created and designed through the adapting method. Korb (2012) explained that
upon finding a suitable pre-existing instrument that is suitable to answer the
research questions in a paper, there are two suitable methods which are adopt
(taking the instrument literally) and adapt (alter the instrument significantly).
The research approach is like a research done by Liando, Sahetapy and Maru
(2018) in which they also used a questionnaire as their instrument.
The questions used Likert Scale to measure attitudes and perceptions
(Joshi et al., 2015). The scale is ranging from 1 – Strongly Disagree, 2 –
Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree (McLeod, 2014). The
questionnaire has five sections, consists of one demographic section, and
another four sections to answer each research question. The questionnaire was
distributed through Google Form through WhatsApp. Online platform was used
as it easier to reach the targeted participants to answer the questionnaire.
The survey was being spread for a few weeks. A total of 101 KLM
respondents responded to the questionnaire on “Audience’s Perception towards
IYSJL, Volume 4, No. 1, August 2021
7
the Use of Performing Arts as a Platform in enhancing English Conversational
Skills”. The data was keyed-in in Microsoft Excel. The percentages of the data
per item were analysed and discussed in detail.
RESULTS AND DISCUSSIONS
Table 1: Audience’s perception towards the use of theatre as a platform in
enhancing English speaking skills
Audience’s
Perception
towards the Use of
Theatre as a
Platform in
Enhancing
English Speaking
Skills
Level of Agreement
Percentage
and Number
of
Respondents
1
2
3
4
5
1. Watching
English theatre
helps me to apply
correct
pronunciation in
practicing English.
0%
4%
7.9%
45.5%
42.6%
88.1%
0
4
8
46
43
89
2. Watching
English theatre
helps me to apply
unfamiliar accents
and dialects better.
1%
2%
13.9%
45.5%
37.6%
83.1%
1
2
14
46
38
84
3. Watching
English theatre
helps me to use
new vocabularies in
practice.
0%
5.9%
11.9%
35.6%
46.5%
82.1%
0
6
12
36
47
83
4. Watching
English theatre
helps me to apply
more idioms,
proverbs, and slang
in practice.
1%
4%
22.8%
39.6%
32.7%
72.3%
1
4
23
40
33
73
5. Watching
gestures in English
theatre inspires me
to practice more in
daily conversations.
1%
6.9%
16.9%
47.5%
27.7%
75.2%
1
7
17
48
28
76
Audience’s Perception towards using Performing Arts for English Skills
8
6. Watching
English theatre can
improve my
speaking skills
better than other
English media
normally used in
class.
5%
12.9%
26.7%
28.7%
26.7%
55.4%
5
13
27
29
27
56
7. Watching
English theatre is a
good way to teach
speaking skills to
audience.
0%
3%
12.8%
44.6%
39.6%
84.2%
0
3
13
45
40
85
8. I can improve
my speaking skills
by watching
English theatre.
0%
7.9%
12.9%
42.6%
36.6%
79.2%
0
8
13
43
37
80
Based on the table above, there are four statements that have a high level
of agreement and there are three statements which the respondents had a slightly
low level of agreement. From the table it can also be seen that there is an equal
number of respondents who strongly agreed that watching English theatre can
improve their speaking skills better than other English media normally used in
class with those who were neutral about it. This item has the lowest level of
agreement.
Based on the findings above, it is safe to say that the audience in general
does perceive that the English theatre can enhance their English-speaking skills
and it is in line with a research done Korkut and Çelik (2018) where they
reported that the students in their study had improved their pronunciation after
being involved in a creative drama. The finding that has a low level of agreement
is that English theatre is a better medium to improve speaking skills as compared
to other media normally used in class. A study by Bashayer (2014) showed
otherwise which is English theatre is a better medium to learn English speaking
skill as compared to other English media.
IYSJL, Volume 4, No. 1, August 2021
9
Table 2: Audience’s perception towards the use of short film as a platform in
enhancing English speaking skills
Audience’s
Perception towards
the Use of Short
Film as a Platform
in Enhancing
English Speaking
Skills
Level of Agreement
Percentage
and Number
of
Respondents
1
2
3
4
5
1. Watching English
short film helps me
to apply correct
pronunciation in
practicing English.
0%
1%
8.9%
38.6%
51.5%
90.1%
0
1
9
39
52
91
2. Watching English
short film helps me
to apply unfamiliar
accents and dialects
better.
0%
4%
9.9%
41.5%
44.6%
86.1%
0
4
10
42
45
87
3. Watching English
short film helps me
to use new
vocabularies in
practice.
0%
2%
11.9%
36.6%
49.5%
86.1%
0
2
12
37
50
87
4. Watching English
short film helps me
to apply more
idioms, proverbs,
and slang in practice.
0%
5.9%
15.8%
46.6%
31.7%
78.3%
0
6
16
47
32
79
5. Watching motion
pictures in English
short film inspires
me to practice more
in daily
conversations.
0%
3%
10.9%
40.6%
45.5%
86.1%
0
3
11
41
46
87
6. Watching English
short film can
improve my
speaking skills better
than other English
media normally used
in class.
1%
8.9%
20.8%
32.7%
36.6%
69.3%
1
9
21
33
37
70
Audience’s Perception towards using Performing Arts for English Skills
10
7. Watching English
short film is a good
way to teach
speaking skills to
audience.
0%
2%
14.8%
34.7%
48.5%
83.2%
0
2
15
35
49
84
8. I can improve my
speaking skills by
watching English
short film.
0%
3%
10.9%
38.6%
47.5%
86.1%
0
3
11
39
48
87
Based on the table above, there are six statements that have a high level
of agreement and there are two statements which the respondents had a slightly
low level of agreement. It is safe to say that the audience does perceive that the
use of English short films can enhance their English-speaking skills. The finding
is in line with Nawal (2017), that students scored better in post-test and
concluded that watching short film is one of the many effective ways to increase
students’ pronunciation ability. The audience of this present study believed that
watching English short films can help them to apply idioms, slangs and proverbs
in their daily conversations. This finding had a different finding by Khonbi and
Sadeghi (2017) that showed that watching movies did help their respondents to
improve their idiomatic competence in terms of their understanding and usage.
Table 3: Audience’s perception towards the use of theatre as a platform in
enhancing English listening skills
Audience’s
Perception towards
the Use of Theatre as
a Platform in
Enhancing English
Listening Skills
Level of Agreement
Percentage
and Number
of
Respondents
1
2
3
4
5
1. Watching English
theatre helps me to
learn correct
pronunciation.
1%
6.9%
11.9%
40.6%
39.6%
80.2%
1
7
12
41
40
81
2. Watching English
theatre helps me to
understand unfamiliar
accents and dialects
better.
2%
3%
14.8%
40.6%
39.6%
80.2%
2
3
15
41
40
81
3. Watching English
theatre helps me to
learn new
vocabularies.
1%
3%
11.8%
42.6%
41.6%
84.2%
1
3
12
43
42
85
IYSJL, Volume 4, No. 1, August 2021
11
4. Watching English
theatre helps me to
understand unfamiliar
idioms, proverbs, and
slang better.
2%
3%
19.8%
38.6%
36.6%
75.2%
2
3
20
39
37
76
5. Gestures in English
theatre help me to
understand the
conversation better.
0%
1%
9.9%
41.6%
47.5%
89.1%
0
1
10
42
48
90
6. Watching English
theatres can improve
my listening skills
better than other
English media
normally used in class.
1%
8.9%
17.8%
34.7%
37.6%
72.3%
1
9
18
35
38
73
7. Watching English
theatre is a good way
to teach listening
skills to audience.
0%
2%
12.9%
35.6%
49.5%
85.1%
0
2
13
36
50
86
8. I can improve my
listening skills by
watching English
theatre.
0%
3%
8.9%
35.6%
52.5%
88.1%
0
3
9
36
53
89
Based on the table above, there are six statements that have a high level of
agreement and there are two statements which the respondents had a low level
of agreement. It is safe to say that the finding resulted in audience believing that
by watching the gestures in English theatre, it helps them to understand the
conversation better is aligned with a research done by Raquel (2011). The
research showed that through theatre, the student managed to express horror
through her voice and gestures (Raquel, 2011). The finding signified that
audience has a perception that English theatre as a platform that can help them
to improve their listening skills better than other English media used in class. A
finding by Demircioğlu (2010) in which the research found that the
experimental groups’ scores higher in post-test as compared to the control
groups’ scores.
Audience’s Perception towards using Performing Arts for English Skills
12
Table 4: Audience’s perception towards the use of short film as a platform in
enhancing English listening skills
Audience’s Perception
towards the Use of Short
Film as a Platform in
Enhancing English
Listening Skills
Level of Agreement
Percentage
and Number
of
Respondents
1
2
3
4
5
1. Watching English short
film helps me to learn
correct pronunciation.
0%
1%
6.9%
37.6%
54.5%
92.1%
0
1
7
38
55
93
2. Watching English short
film helps me to
understand unfamiliar
accents and dialects
better.
1%
5.9%
5.9%
36.7%
50.5%
87.2%
1
6
6
37
51
88
3. Watching English short
film helps me to learn
new vocabularies.
0%
2%
8.9%
39.6%
49.5%
89.1%
0
2
9
40
50
90
4. Watching English short
film helps me to
understand unfamiliar
idioms, proverbs, and
slang better.
0%
3%
11.8%
44.6%
40.6%
85.2%
0
3
12
45
41
86
5. Motion pictures in
English short film help
me to understand the
conversation better.
0%
1%
4%
44.6%
50.4%
95%
0
1
4
45
51
96
6. Watching English short
film can improve my
listening skills better than
other English media
normally used in class.
0%
2%
20.8%
35.6%
41.6%
77.2%
0
2
21
36
42
78
7. Watching English short
film is a good way to
teach listening skills to
audience.
0%
0%
7.9%
38.6%
53.5%
92.1%
0
0
8
39
54
93
8. I can improve my
listening skills by
watching English short
film.
0%
0%
6.9%
36.6%
56.5%
93.1%
0
0
7
37
57
94
Based on the table above, there are seven statements that have a high
level of agreement and only one statement comes to a slightly low level of
agreement. It is safe to say that English short film as perceived by the audience
IYSJL, Volume 4, No. 1, August 2021
13
are able to help them to understand conversations better and this finding is
aligned to a research done by Ahmad Munawir and Ridwan (2018), stating that
the pictures and gestures in the short film helped them to support their
understanding and guided them to guess and interpret the meaning of the short
film. The finding that has audience’s slightly low level of agreement is watching
English short film can improve their listening skills better than other English
media normally used in class, where Cahyaningrum (2010) conducted a research
and found a slightly different result. The scholar noted that the mean of scores
of the experimental group (class taught by using video) is higher than the mean
of scores of the control group class taught without using video.
CONCLUSION
Research Question 1 comes to a conclusion that the audience does perceive that
the use of English theatre can enhance their English-speaking skills. Research
Question 2 concludes that the audience does perceive that the use of English
short films can enhance their English-speaking skills. Research Question 3
concludes that the audience perceive that the use of English theatre can enhance
their English listening skills. Research Question 4 concludes that the audience
does perceive that the use of English short films can enhance their English
listening skills.
The respondents believe that short film enhances their listening skills the
best, while theatre enhances their speaking skills the least. It can be understood
that the audience do perceive that English performing arts especially theatre and
short film can be platforms to enhance their English conversational skills.
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