Statement 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 Cooperative learning toward Grade 6 students’ English reading comprehension.
2. To develop students’ effectiveness of English reading comprehension.
Significance of the Research
1. Students improve their reading comprehension ability.
2. Guideline for teacher to plan and develop reading comprehension instruction.
Scopes of the Study
180 Grade 6 students in Bing-Chompoo
school cluster, Nonsung, Nakhon Ratchasima
20 Grade 6 students at Banploplaumuangtee school in Bing-Chompoo school cluster, Nonsung, Nakhon Ratchasima
Independent variable Dependent variables Conceptual Framework Cooperative learning Students’ effectiveness of English reading comprehension
Definition of Terms
Cooperative learning :
studying method that students study with 4-5 team members following a teacher presentation, well known as Students
Teams - Acheiveement Division (STAD)
the Grade 6 students at Banploplaumuangtee School, Nonsung District, Nakhon Ratchasima Province, who take the English course in the first semester of the 2010 academic year
Definition of Terms
English reading comprehension :
students’ comprehension ability on reading English texts after learning with Cooperative learning
the ability of students’ English reading comprehension through Cooperative learning in pre and post – reading activities
Review of Literature
The strategy for group instruction which is under the learner-centred approach.
Individual and Group Accountability
Interpersonal and Small – Group Skills
The studying method that students study with
4-5 team members following a teacher presentation. Students take quizzes individually to demonstrate how much they have learned. The individual quiz scores are summed to form
a team score, and teams are rewarded for their performance.
Student Teams-Achievement Division (STAD)
Many researcher had studied about Cooperative learning such as ;
Hampton and Grundnitski (1996) compared the progress of college business students of different achievement levels after they had engaged in cooperative learning.
Almanza (1997) studied a comparison of the effectiveness of cooperative learning in small groups with whole classroom instruction using the Directed Reading Thinking Activity (DRTA) during reading.
Tang (2000) did a research on 12 ESL students from India, South Korea, Hong Kong, Croatia and Taiwan at a secondary school in Canada which used the concept mapping skill to teach ESL reading in the classroom.
Tsailing Liang (2002) studied the implementing cooperative learning in EFL teaching : process and effects to investigate the effects of cooperative learning on EFL junior high school learners’ language learning, motivation toward learning English as a foreign language, and the high- and low-achievers’ academic achievements in a heterogeneous language proficiency group.
Picul Pinkeaw (1993) investigated students’ views on interaction and learning achievement through cooperative learning method in upper–secondary English classes for 82 Mathayomsuksa 4 students.
Worrapan Sittilert (1994) examined the effects of Cooperative Integrated Reading and Composition (CIRC) on English reading comprehension and the opinions towards classroom atmosphere of Mathayomsuksa 5 students.
Jongkolnee Thupapong (1996) studied the effects of Students Teams–Achievement Division (STAD) learning on English reading achievement and cooperation with 78 Mathayomsuksa 4 students.
Piyawan Siriratana (1999) compared English reading comprehension, writing ability, cooperative learning activities through instruction using Top-Level Structure (TLS) with CIRC and the Teachers Manual.
Pongsakorn Meteetum (2001) conducted a case study research on cooperative learning by using the jigsaw tech- nique with nine second-year English major students at Naresuan University.
Wannakorn Moryadee (2001) studied the effects of cooperative learning using Student Team-Achievement Divisions (STAD) technique on self-efficacy and English learning achievement of prathomsuksa 5 students.
Supaporn Somapee (2002) compared critical thinking skills of students who studied Business English I at Chiangrai Commercial School using the cooperative learning method with those of students using the traditional group work method and surveyed the opinions of students toward the cooperative learning method.
Nilubon Seetape (2003) studied the effects
of cooperative learning on English reading achievement and the students’ behavior towards this learning method used in the English classroom.
Saovapa Wichadee (2005) studied the effects of cooperative learning on English reading skills and attitudes of the first-year students.
The population is 180 Grade 6 students in Bing-Chompoo School Cluster, Nonsung, Nakhon Ratchasima.
Population Population and Sample
The sample consist of Grade 6 students at Banploplaumuangtee School, Bing-Chompoo School Cluster, Nonsung, Nakhon Ratchasima, who take the English course in the first semester of the 2010 academic year.
The sample is one classroom; there are 20 students in this class, get from the purposive sampling technique.
Sample Population and Sample
> 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 Design O1 X O2
Six lesson plans focusing on Cooperative learning via STAD method is designed. Each lesson plan takes 120 minutes or 2 periods of class time each week for 6 weeks. All assigned tasks are completed inside the class times. The contents of the lesson plans are relevant to the school curriculum and textbooks
Lesson Plans Research Instruments
Lesson Topics Research Instruments Lesson Topic 1 My Story 2 Going Shopping 3 Good Health 4 Animals 5 The Beautiful World 6 Our Neighbors
Lesson Plan Research Instruments Stage of learning with STAD Presentation Team Study Quizzes Individual Improvement Scores Team Recognition
Tests Research Instruments
English reading comprehension test is designed for evaluating students’ English reading comprehension ability before and after learning through Cooperative learning.
Tests Research Instruments
Construct the English reading comprehension test
Present the test to the thesis supervisor and experts to ensure the content validity and modified
Try out the test then analyze reliability and calculate the difficulty value
Carry out the test with the sample
The experiments are pretest and posttest in design with one group of sample. It will be conducted at Banploplaumuangtee School. The class times are two periods a week,120 minutes each week ; the overall spending times are 12 periods. All assigned tasks will be completed inside the class times. The instructional implements take 6 weeks.
Data collection Data Collection and Data Analysis
Analyze mean, standard deviation of the obtained scores from English reading comprehension test.
Compare the pre-test and post-test scores by using t-test for dependent.
Compare the post-test score to the criterion of 60 % by using t-test for one sample.