Experimenting Reader’s Theatre to Improve Omani Pupils’ Reading Motivation

Abstract

Aim: To investigate the effects of Reader’ Theatre (RT) on reading motivation in English of grade nine Omani male pupils. Also, this research attempts to explore the pupils’ perceptions towards RT approach. Study Design: This was a quasi-experimental research. Place and Duration of Study: An 8-week study was conducted at Al-Mothana Bin Haritha public boys’ school in Muscat, Oman at the Basic Education level for the academic year 2018. Methodology: The sample consisted of two intact classes comprising sixty three grade nine Omani male students. The experimental class was exposed to RT for six weeks, while the control class was not. The same excerpts from Frankenstein story was given to the control class and the experimental class over a period of six weeks. Five pupils from the experimental class were interviewed after the intervention of RT to explore their perceptions towards the effectiveness of RT. An adapted version of A’Riyami’s [1] questionnaire on reading motivation, semi-structured interviews and observations were the instruments used in this research. Results: Results from the questionnaire used showed that there was no statistically significant difference between the two classes. The interviews indicated that the pupils had a positive attitude towards the RT approach as it supported them to develop their reading. Conclusion: Recommendations were made to introduce RT for grade nine male pupils in public schools in Oman.