Poetry set drama: its effectiveness in teaching literature

Abstract

This present investigation aimed to determine the effectiveness of setting poetry into drama in teaching literature. This study made use of the experimental method, with Pretest Posttest Control Group Design. Two groups of high school juniors were employed in this design. The experimental group received the treatment, specifically to those dramatization of poetry was used in teaching poetry, and the control group who was taught poetry in the traditional manner. The subjects of the study were 50 paired randomly selected students from the third-year high school of Northern Iloilo Polytechnic State College. Twenty-five of them were taught poetry through dramatization and twenty-five were taught poetry through the conventional method. The experiment was tried only for 6 weeks. Selection of poems was based on the adaptability and suitability to dramatization activities for high school students. Lesson plans were prepared and were submitted for evaluation. To test the comprehension level of the students, a teacher-made test was given. Descriptive and inferential statistics was used for the analysis of results. They are the mean, the standard deviation, and the t-test. The level of significance was set at .05. as revealed by the findings students from the experimental group maintained their high level of comprehension before and after the study. Significant differences were noted in the pre and post-treatment level of comprehension among the experimental and control subjects. Finally, positive and significant differences existed in the comprehension mean gain between the experimental and control group.