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  • Full Name Full Name Comment goes here.
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  • it is very nice presentation
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  • it is a very interesting proposal. And i would lik to beg you if you atach me the lesson plans and the teaching manuals you prepared for this research. Becauase I am an ma student and am doing my thesis on this title, so i wuold like to refer it. thanks!!!
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  • “ In PBL learning process learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know”. (Barrows, 1999) “ In PBL, the students aren’t expected to simply memorized knowledge. They are expected to apply knowledge to real situation”. (Spence, 2001)
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Abdullah (1998) PBL can place “language learning in the real world.” In the process of solving the problem, “learners need to use language to obtain and communicate information, express opinions, and negotiate.” “ teacher can bridge the gap between language uses in the real world.”
  • Usually students work together in small group of 6-7 students ใ

Proposal Presentation Proposal Presentation Presentation Transcript

  • EFFECTS OF PROMOTING COOPERATIVE LEARNING IN PRE AND POST-READING ACTIVITIES ON ENGLISH READING COMPREHENSION OF GRADE SIX STUDENTS Wichian Sanklang
  • Statement of the Problems
    • Score of students are low and students have low achievement in reading comprehension because……
    • They had negative attitudes towards studying English and they had problems reading English text.
    • They inadequate competency in English reading comprehension from the tests.
  • Statement 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.
    View slide
  • 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. View slide
    • 1. To examine the effectiveness of Cooperative learning toward Grade 6 students’ English reading comprehension.
    • 2. To develop students’ effectiveness of English reading comprehension.
    Objectives
  • 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
    • Population
      • 180 Grade 6 students in Bing-Chompoo
      • school cluster, Nonsung, Nakhon Ratchasima
    • Sample
      • 20 Grade 6 students at Banploplaumuangtee school in Bing-Chompoo school cluster, Nonsung, Nakhon Ratchasima
  • Scopes of the Study
    • Variable
      • Independent variable  Cooperative learning method
      • Dependent variable  Students’ English effectiveness of English reading comprehension
  • Cooperative Learning Conceptual Framework Theoretical framework Student Teams – Achievement Division (Robert Slavin)
  • 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)
    • Students :
    • 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
    • Effectiveness :
    • 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.
    • Positive Interdependence
    • Face-to-Face Interaction
    • Individual and Group Accountability
    • Interpersonal and Small – Group Skills
    • Group Processing
    Cooperative Learning
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • Jongkolnee Thupapong (1996) studied the effects of Students Teams–Achievement Division (STAD) learning on English reading achievement and cooperation with 78 Mathayomsuksa 4 students.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • 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.
    Related Research
    • Saovapa Wichadee (2005) studied the effects of cooperative learning on English reading skills and attitudes of the first-year students.
    Related Research
  • Research Methodology
    • 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
    • Calculate IOC
    • 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.
    Data collection Data Collection and Data Analysis
  • Thank you