Proposal Presentation
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The document discusses a study on the effects of cooperative learning on English reading comprehension of grade 6 students. The study aims to examine the effectiveness of cooperative learning and develop students' reading comprehension abilities. It describes the research methodology which uses a one-group pre-test post-test design with 20 students. The students will participate in 6 weeks of English lessons incorporating cooperative learning techniques after a pre-test and their reading comprehension will be evaluated after with a post-test.
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Proposal Presentation
- 1. EFFECTS OF PROMOTING COOPERATIVE LEARNING IN PRE AND POST-READING ACTIVITIES ON ENGLISH READING COMPREHENSION OF GRADE SIX STUDENTS Wichian Sanklang
- 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.
- 9. Cooperative Learning Conceptual Framework Theoretical framework Student Teams – Achievement Division (Robert Slavin)
- 10. Independent variable Dependent variables Conceptual Framework Cooperative learning Students’ effectiveness of English reading comprehension
- 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
- 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. Lesson Plan Research Instruments Stage of learning with STAD Presentation Team Study Quizzes Individual Improvement Scores Team Recognition
- 40. Thank you
Hinweis der Redaktion
- “ 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