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Proposal Presentation


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Published in: Education
  • 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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Proposal Presentation

  2. 2. Statement of the Problems <ul><li>Score of students are low and students have low achievement in reading comprehension because…… </li></ul><ul><li>They had negative attitudes towards studying English and they had problems reading English text. </li></ul><ul><li>They inadequate competency in English reading comprehension from the tests. </li></ul>
  3. 3. Statement of the Problems <ul><li>The teachers used only lecture or translation into Thai as the method of teaching. </li></ul><ul><li>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. </li></ul>
  4. 4. 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.
  5. 5. <ul><li>1. To examine the effectiveness of Cooperative learning toward Grade 6 students’ English reading comprehension. </li></ul><ul><li>2. To develop students’ effectiveness of English reading comprehension. </li></ul>Objectives
  6. 6. Significance of the Research <ul><li>1. Students improve their reading comprehension ability. </li></ul><ul><li>2. Guideline for teacher to plan and develop reading comprehension instruction. </li></ul>
  7. 7. Scopes of the Study <ul><li>Population </li></ul><ul><ul><li>180 Grade 6 students in Bing-Chompoo </li></ul></ul><ul><ul><li>school cluster, Nonsung, Nakhon Ratchasima </li></ul></ul><ul><li>Sample </li></ul><ul><ul><li>20 Grade 6 students at Banploplaumuangtee school in Bing-Chompoo school cluster, Nonsung, Nakhon Ratchasima </li></ul></ul>
  8. 8. Scopes of the Study <ul><li>Variable </li></ul><ul><ul><li>Independent variable  Cooperative learning method </li></ul></ul><ul><ul><li>Dependent variable  Students’ English effectiveness of English reading comprehension </li></ul></ul>
  9. 9. Cooperative Learning Conceptual Framework Theoretical framework Student Teams – Achievement Division (Robert Slavin)
  10. 10. Independent variable Dependent variables Conceptual Framework Cooperative learning Students’ effectiveness of English reading comprehension
  11. 11. Definition of Terms <ul><li>Cooperative learning : </li></ul><ul><li>studying method that students study with 4-5 team members following a teacher presentation, well known as Students </li></ul><ul><li>Teams - Acheiveement Division (STAD) </li></ul><ul><li>Students : </li></ul><ul><li>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 </li></ul>
  12. 12. Definition of Terms <ul><li>English reading comprehension : </li></ul><ul><li>students’ comprehension ability on reading English texts after learning with Cooperative learning </li></ul><ul><li>Effectiveness : </li></ul><ul><li>the ability of students’ English reading comprehension through Cooperative learning in pre and post – reading activities </li></ul>
  13. 13. Review of Literature
  14. 14. <ul><li>The strategy for group instruction which is under the learner-centred approach. </li></ul><ul><li>Positive Interdependence </li></ul><ul><li>Face-to-Face Interaction </li></ul><ul><li>Individual and Group Accountability </li></ul><ul><li>Interpersonal and Small – Group Skills </li></ul><ul><li>Group Processing </li></ul>Cooperative Learning
  15. 15. <ul><li>The studying method that students study with </li></ul><ul><li>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 </li></ul><ul><li>a team score, and teams are rewarded for their performance. </li></ul>Student Teams-Achievement Division (STAD)
  16. 16. <ul><li>Many researcher had studied about Cooperative learning such as ; </li></ul><ul><li>Hampton and Grundnitski (1996) compared the progress of college business students of different achievement levels after they had engaged in cooperative learning. </li></ul>Related Research
  17. 17. <ul><li>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. </li></ul>Related Research
  18. 18. <ul><li>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. </li></ul>Related Research
  19. 19. <ul><li>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. </li></ul>Related Research
  20. 20. <ul><li>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. </li></ul>Related Research
  21. 21. <ul><li>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. </li></ul>Related Research
  22. 22. <ul><li>Jongkolnee Thupapong (1996) studied the effects of Students Teams–Achievement Division (STAD) learning on English reading achievement and cooperation with 78 Mathayomsuksa 4 students. </li></ul>Related Research
  23. 23. <ul><li>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. </li></ul>Related Research
  24. 24. <ul><li>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. </li></ul>Related Research
  25. 25. <ul><li>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. </li></ul>Related Research
  26. 26. <ul><li>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. </li></ul>Related Research
  27. 27. <ul><li>Nilubon Seetape (2003) studied the effects </li></ul><ul><li>of cooperative learning on English reading achievement and the students’ behavior towards this learning method used in the English classroom. </li></ul>Related Research
  28. 28. <ul><li>Saovapa Wichadee (2005) studied the effects of cooperative learning on English reading skills and attitudes of the first-year students. </li></ul>Related Research
  29. 29. Research Methodology
  30. 30. <ul><li>The population is 180 Grade 6 students in Bing-Chompoo School Cluster, Nonsung, Nakhon Ratchasima. </li></ul>Population Population and Sample
  31. 31. <ul><li>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. </li></ul><ul><li>The sample is one classroom; there are 20 students in this class, get from the purposive sampling technique. </li></ul>Sample Population and Sample
  32. 32. > 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
  33. 33. <ul><li>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 </li></ul>Lesson Plans Research Instruments
  34. 34. Lesson Topics Research Instruments Lesson Topic 1 My Story 2 Going Shopping 3 Good Health 4 Animals 5 The Beautiful World 6 Our Neighbors
  35. 35. Lesson Plan Research Instruments Stage of learning with STAD Presentation  Team Study  Quizzes  Individual Improvement Scores  Team Recognition
  36. 36. Tests Research Instruments <ul><li>English reading comprehension test is designed for evaluating students’ English reading comprehension ability before and after learning through Cooperative learning. </li></ul>
  37. 37. Tests Research Instruments <ul><li>Construct the English reading comprehension test </li></ul><ul><li>Present the test to the thesis supervisor and experts to ensure the content validity and modified </li></ul><ul><li>Calculate IOC </li></ul><ul><li>Try out the test then analyze reliability and calculate the difficulty value </li></ul><ul><li>Carry out the test with the sample </li></ul>
  38. 38. <ul><li>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. </li></ul>Data collection Data Collection and Data Analysis
  39. 39. <ul><li>Analyze mean, standard deviation of the obtained scores from English reading comprehension test. </li></ul><ul><li>Compare the pre-test and post-test scores by using t-test for dependent. </li></ul><ul><li>Compare the post-test score to the criterion of 60 % by using t-test for one sample. </li></ul>Data collection Data Collection and Data Analysis
  40. 40. Thank you