Proposal Presentation

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.


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.


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.


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.


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.


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.


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.


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.


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.


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 technique with nine the jigsaw technique with nine

second-year English major second-year English major

students at Naresuan University.students at Naresuan University.


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.


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.


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.


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.


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


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


English reading comprehension test is designed for evaluating students’ English reading comprehension ability before and after learning through Cooperative learning.

TestsTests


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

Proposal Presentation

Education

students study

students comprehension

problems score of students

english texts

english course

students wichian sanklang

problems cooperative

comprehension instruction