1. Developing EFL secondary materials using literary text and drama activities

2. 1. Introduction
Motivation is one of the key factors in the success of foreign language learning. However, according to Hong (2016), textbook is one of demotivating factors in learning English because of exclusive focus on grammar, expository texts, and reading activities for test. In order to deal with this issue, one of possible answers is a lesson using literary texts and drama activities including various engaging activities such as games, storytelling, and improvisation.

3. 2. Theoretical background
Drama-based material
Literary text
Drama techniques

4. 3. Personal background Story is a source of enjoyment and learning.
I want to find the enjoyable way of teaching English.
I have found that middle school textbooks don’t provide interesting text and post-reading activities.
I have learned that students like many different kinds of activities.

5. 19 first graders in a middle school
4. Needs Analysis
Participant
19 first graders in a middle school
Method
4 Likert scale survey
1. Speaking ability
2. Drama activities
3. Story or novel
4. Low interest in reading books
Drama activities
Picture book and simplification

6. 5. Scope & sequence Title (author) Reading strategies Vocabulary
Title
(author)
Reading
strategies
Vocabulary
Grammar
Structures
Literary
elements
Unit 1
The Necklace
(Guy de
Maupassant)
Making predictions
distinguished, thrifty,
wearily, convince, frowned
Comparison of adjectives and adverbs
Characterizati-on
Skimming
exhausted, debt, slump
accidentally,
Messy
Past tense
Surprise
ending
Motive
Unit 2
The Comeback
(Elizabeth Van Steenwyk)
Scanning
swerved, opponents, strain, hud, examinations
Present perfect tense
Setting
Narrator
Theme
Summarizing
costume, motionless, initials
applauded, hesitated
Past perfect tense

7. 5. Review of sample chapter
For motivation

8. 5. Review of sample chapter
For motivation

9. 6. conclusion Story is a source of enjoyment and learning.
I want to find the enjoyable way of teaching English.
I have found that middle school textbooks don’t provide interesting text and post-reading activities.
I have learned that students like many different kinds of activities.

10. reference
Brumfit, C. & R. Carter (eds.) (1986). A feeling for language: the multiple
values of teaching literature. In Literature and language teaching (pp.
42-59). Oxford: Oxford University Press.
Collie, J., & Slater, S. (1996). Teaching literature: why, what and how. In
Literature in the language classroom (pp.2 -11). New York, NY:
Cambridge University Press.
Hong, S. J. (2016). A study on Korean middle school students' demotivationg
factors in learning English. Unpublished Master’s thesis. Sookmyung
Women’s University, Seoul, Korea.
Kao, S. M., & O'Neill, C. (1988). Words into worlds: Learning a
second language through process drama. London, England: Ablex.