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EFFECTS OF PROMOTING EFFECTS OF PROMOTING
COOPERATIVE LEARNING COOPERATIVE LEARNING
IN PRE AND POST-READING IN PRE AND POST-READING ACTIVITIES ON ENGLISH ACTIVITIES ON ENGLISH
READING COMPREHENSION READING COMPREHENSION
OF GRADE SIX STUDENTSOF GRADE SIX STUDENTS
Wichian SanklangWichian Sanklang
Statement of the ProblemsStatement of the Problems
Score of students are low and Score of students are low and students have low achievement in students have low achievement in reading comprehension because……reading comprehension because……
They had negative attitudes They had negative attitudes towards studying English and they had problems reading English text.
They inadequate competency in English They inadequate competency in English reading comprehension from the tests.reading comprehension from the tests.
Statement of the ProblemsStatement of the Problems
The teachers used only lecture or translation into Thai as the method of teaching.
Students themselves have different level of language proficiency, some students’ background of English knowledge is very poor, so they cannot catch up with others in class.
Statement of the ProblemsStatement of the Problems
Cooperative learning is a teaching approach that promotes student-student interaction via working in small groups to maximize their learning and reach their shared goal.
1. To examine the effectiveness of 1. To examine the effectiveness of Cooperative learning toward Cooperative learning toward Grade 6 students’ English reading Grade 6 students’ English reading comprehension.comprehension.
2. To develop students’ 2. To develop students’ effectiveness of English reading effectiveness of English reading comprehension.comprehension.
ObjectivesObjectives
Significance of the Significance of the ResearchResearch
1. Students improve their reading 1. Students improve their reading comprehension ability.comprehension ability.
2. Guideline for teacher to plan 2. Guideline for teacher to plan and develop reading and develop reading comprehension instruction.comprehension instruction.
Scopes of the StudyScopes of the Study
PopulationPopulation 180 Grade 6 students in Bing-Chompoo school cluster, Nonsung, Nakhon
Ratchasima
SampleSample 20 Grade 6 students at
Banploplaumuangtee school in Bing-Chompoo school cluster, Nonsung, Nakhon Ratchasima
Scopes of the StudyScopes of the Study
VariableVariable Independent variable Cooperative
learning method Dependent variable Students’ English
effectiveness of English reading comprehension
Cooperative LearningCooperative Learning
Conceptual FrameworkConceptual Framework
Theoretical frameworkTheoretical framework
Student Teams – Achievement DivisionStudent Teams – Achievement Division(Robert Slavin) (Robert Slavin)
Independent variable
Dependent variables
Conceptual FrameworkConceptual Framework
Cooperative learning
Students’ effectiveness of English reading comprehension
Definition of TermsDefinition of Terms
Cooperative learning :Cooperative learning :
studying method that students study with 4-5 team studying method that students study with 4-5 team members following a teacher presentation, well members following a teacher presentation, well known as Students known as Students
Teams - Acheiveement Division (STAD)Teams - Acheiveement Division (STAD)
Students :Students :
the Grade 6 students at Banploplaumuangtee the Grade 6 students at Banploplaumuangtee School, Nonsung District, Nakhon Ratchasima School, Nonsung District, Nakhon Ratchasima Province, who take the English course in the first Province, who take the English course in the first semester of the 2010 academic yearsemester of the 2010 academic year
Definition of TermsDefinition of Terms
English reading comprehension :English reading comprehension :
students’ comprehension ability on reading students’ comprehension ability on reading English texts after learning with Cooperative English texts after learning with Cooperative learninglearning
Effectiveness :Effectiveness :
the ability of students’ English reading the ability of students’ English reading comprehension through Cooperative learning in comprehension through Cooperative learning in pre and post – reading activitiespre and post – reading activities
Review of LiteratureReview of Literature
The strategy for group instruction which The strategy for group instruction which
is under the learner-centred approach.is under the learner-centred approach.
Positive InterdependencePositive Interdependence Face-to-Face InteractionFace-to-Face Interaction Individual and Group AccountabilityIndividual and Group Accountability Interpersonal and Small – Group SkillsInterpersonal and Small – Group Skills Group ProcessingGroup Processing
Cooperative LearningCooperative Learning
The studying method that students study The studying method that students study
with with
4-5 team members following a teacher 4-5 team members following a teacher
presentation. Students take quizzes presentation. Students take quizzes
individually to demonstrate how much they individually to demonstrate how much they
have learned. The individual quiz scores are have learned. The individual quiz scores are
summed to form summed to form
a team score, and teams are rewarded for a team score, and teams are rewarded for
their performance.their performance.
Student Teams-Achievement Division (STAD)Student Teams-Achievement Division (STAD)
Many researcher had studied Many researcher had studied
about Cooperative learning such as ;about Cooperative learning such as ;
Hampton and Grundnitski (1996) Hampton and Grundnitski (1996)
compared the progress of college compared the progress of college
business students of different business students of different
achievement levels after they had achievement levels after they had
engaged in cooperative learning. engaged in cooperative learning.
Related ResearchRelated Research
Almanza (1997) studied a Almanza (1997) studied a
comparison of the effectiveness of comparison of the effectiveness of
cooperative learning in small cooperative learning in small
groups with whole classroom groups with whole classroom
instruction using the Directed instruction using the Directed
Reading Thinking Activity (DRTA) Reading Thinking Activity (DRTA)
during reading.during reading.
Related ResearchRelated Research
Tang (2000) did a research on 12 Tang (2000) did a research on 12
ESL students from India, South ESL students from India, South
Korea, Hong Kong, Croatia and Korea, Hong Kong, Croatia and
Taiwan at a secondary school in Taiwan at a secondary school in
Canada which used the concept Canada which used the concept
mapping skill to teach ESL mapping skill to teach ESL
reading in the classroom.reading in the classroom.
Related ResearchRelated Research
Tsailing Liang (2002) studied the Tsailing Liang (2002) studied the
implementing cooperative learning in EFL implementing cooperative learning in EFL
teaching : process and effects to investigate teaching : process and effects to investigate
the effects of cooperative learning on EFL the effects of cooperative learning on EFL
junior high school learners’ language junior high school learners’ language
learning, motivation toward learning English learning, motivation toward learning English
as a foreign language, and the high- and low-as a foreign language, and the high- and low-
achievers’ academic achievements in a achievers’ academic achievements in a
heterogeneous language proficiency group.heterogeneous language proficiency group.
Related ResearchRelated Research
Picul Pinkeaw (1993) investigated Picul Pinkeaw (1993) investigated
students’ views on interaction and students’ views on interaction and
learning achievement through learning achievement through
cooperative learning method in cooperative learning method in
upper–secondary English classes for upper–secondary English classes for
82 Mathayomsuksa 4 students.82 Mathayomsuksa 4 students.
Related ResearchRelated Research
Worrapan Sittilert (1994) examined Worrapan Sittilert (1994) examined
the effects of Cooperative Integrated the effects of Cooperative Integrated
Reading and Composition (CIRC) on Reading and Composition (CIRC) on
English reading comprehension and English reading comprehension and
the opinions towards classroom the opinions towards classroom
atmosphere of Mathayomsuksa 5 atmosphere of Mathayomsuksa 5
students.students.
Related ResearchRelated Research
Jongkolnee Thupapong (1996) Jongkolnee Thupapong (1996)
studied the effects of Students studied the effects of Students
Teams–Achievement Division Teams–Achievement Division
(STAD) learning on English (STAD) learning on English
reading achievement and reading achievement and
cooperation with 78 cooperation with 78
Mathayomsuksa 4 students.Mathayomsuksa 4 students.
Related ResearchRelated Research
Piyawan Siriratana (1999) Piyawan Siriratana (1999)
compared English reading compared English reading
comprehension, writing ability, comprehension, writing ability,
cooperative learning activities cooperative learning activities
through instruction using Top-through instruction using Top-
Level Structure (TLS) with CIRC Level Structure (TLS) with CIRC
and the Teachers Manual.and the Teachers Manual.
Related ResearchRelated Research
Pongsakorn Meteetum (2001) Pongsakorn Meteetum (2001)
conducted a case study research conducted a case study research
on cooperative learning by using on cooperative learning by using
the jigsaw tech- nique with nine the jigsaw tech- nique with nine
second-year English major second-year English major
students at Naresuan University.students at Naresuan University.
Related ResearchRelated Research
Wannakorn Moryadee (2001) Wannakorn Moryadee (2001)
studied the effects of cooperative studied the effects of cooperative
learning using Student Team-learning using Student Team-
Achievement Divisions (STAD) Achievement Divisions (STAD)
technique on self-efficacy and technique on self-efficacy and
English learning achievement of English learning achievement of
prathomsuksa 5 students.prathomsuksa 5 students.
Related ResearchRelated Research
Supaporn Somapee (2002) compared Supaporn Somapee (2002) compared
critical thinking skills of students who critical thinking skills of students who
studied Business English I at studied Business English I at
Chiangrai Commercial School using Chiangrai Commercial School using
the cooperative learning method with the cooperative learning method with
those of students using the traditional those of students using the traditional
group work method and surveyed the group work method and surveyed the
opinions of students toward the opinions of students toward the
cooperative learning method.cooperative learning method.
Related ResearchRelated Research
Nilubon Seetape (2003) studied Nilubon Seetape (2003) studied
the effects the effects
of cooperative learning on of cooperative learning on
English reading achievement and English reading achievement and
the students’ behavior towards the students’ behavior towards
this learning method used in the this learning method used in the
English classroom.English classroom.
Related ResearchRelated Research
Saovapa Wichadee (2005) studied Saovapa Wichadee (2005) studied
the effects of cooperative the effects of cooperative
learning on English reading skills learning on English reading skills
and attitudes of the first-year and attitudes of the first-year
students.students.
Related ResearchRelated Research
Research Research MethodologyMethodology
The population is 180 Grade 6 The population is 180 Grade 6 students in Bing-Chompoo School students in Bing-Chompoo School Cluster, Nonsung, Nakhon Ratchasima.Cluster, Nonsung, Nakhon Ratchasima.
PopulationPopulation
Population and SamplePopulation and Sample
The sample consist of Grade 6 The sample consist of Grade 6 students at Banploplaumuangtee students at Banploplaumuangtee School, Bing-Chompoo School Cluster, School, Bing-Chompoo School Cluster, Nonsung, Nakhon Ratchasima, who take Nonsung, Nakhon Ratchasima, who take the English course in the first semester the English course in the first semester of the 2010 academic year. of the 2010 academic year.
The sample is one classroom; The sample is one classroom; there are 20 students in this class, get there are 20 students in this class, get from the purposive sampling technique.from the purposive sampling technique.
SampleSample
Population and SamplePopulation and Sample
O1 X O2
> One-group pre-test and post-test design.> The sample will be placed in group for 4 group
according their score.
O1 = prior students’ reading comprehension ability before the treatment
X = experiment
O2 = evaluation to students’ achievement after the treatment
Research DesignResearch Design
Six lesson plans focusing on Six lesson plans focusing on Cooperative learning via STAD Cooperative learning via STAD method is designed. Each lesson plan method is designed. Each lesson plan takes 120 minutes or 2 periods of takes 120 minutes or 2 periods of class time each week for 6 weeks. class time each week for 6 weeks. All assigned tasks are completed All assigned tasks are completed inside the class times. The contents inside the class times. The contents of the lesson plans are relevant to of the lesson plans are relevant to the school curriculum and textbooksthe school curriculum and textbooks
Lesson PlansLesson Plans
Research InstrumentsResearch Instruments
Lesson TopicsLesson Topics
Research InstrumentsResearch Instruments
Lesson Topic1 My Story
2 Going Shopping
3 Good Health
4 Animals
5 The Beautiful World
6 Our Neighbors
Lesson Plan Lesson Plan
Research InstrumentsResearch InstrumentsStage of learning with STADStage of learning with STAD
Presentation
Team Study
Quizzes
Individual Improvement Scores
Team Recognition
TestsTests
Research InstrumentsResearch Instruments
English reading comprehension test is designed for evaluating students’ English reading comprehension ability before and after learning through Cooperative learning.
TestsTests
Research InstrumentsResearch Instruments
Construct the English reading comprehension test
Present the test to the thesis supervisor and experts to ensure the content validity and modified
Calculate IOCCalculate IOC Try out the test then analyze reliability Try out the test then analyze reliability
and calculate the difficulty valueand calculate the difficulty value Carry out the test with the sampleCarry out the test with the sample
The experiments are pretest and posttest The experiments are pretest and posttest in design with one group of sample. It will in design with one group of sample. It will be conducted at Banploplaumuangtee be conducted at Banploplaumuangtee School. The class times are two periods a School. The class times are two periods a week,120 minutes each week ; the overall week,120 minutes each week ; the overall spending times are 12 periods. All spending times are 12 periods. All assigned tasks will be completed inside assigned tasks will be completed inside the class times. The instructional the class times. The instructional implements take 6 weeks. implements take 6 weeks.
Data collectionData collection
Data Collection and Data Data Collection and Data AnalysisAnalysis
Analyze mean, standard deviation of Analyze mean, standard deviation of the obtained scores from English the obtained scores from English reading comprehension test.reading comprehension test.
Compare the pre-test and post-test Compare the pre-test and post-test scores by using t-test for dependent.scores by using t-test for dependent.
Compare the post-test score to the Compare the post-test score to the criterion of 60criterion of 60%% by using t-test for one by using t-test for one sample.sample.
Data collectionData collection
Data Collection and Data Data Collection and Data AnalysisAnalysis
Thank youThank you
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