CHAPTER 3 THE METHODOLOGY 36
5.1 Answers to research questions 82
5.1.1 Ways project-based learning enhanced grade 11 students’ reading comprehension
Based on this study, project-based learning enhanced grade 11 students’
reading comprehension in 4 ways. First, students used dictionaries to look up meanings for some unfamiliar words in the reading texts. Second, students used a speed reading technique to comprehend reading texts as well as look for the main idea and supporting details. Third, students paid attention to context clues to guess meanings of the words new and unknown to them. Forth, students retold the stories in their own words. The story re-telling reflected their comprehension of the given stories.
The results showed that all students were able to re-tell their stories in their own words with good understanding on the rubric scale 2 for full comprehension, as reflected in their positive attitude toward project-based learning. Their degree of opinion toward reading comprehension by the reading project was positive (Fried- Booth, 2010). Fourteen students were interviewed and acknowledged that project work substantially improved their reading comprehension. They learned a lot of new words.
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Students’ reflection on project-based learning showed that they were in favor of multi- strategies (Haines, 1989; Hedge 2002), and cooperative learning (Bell, 2010; Stoller, 1997).They asserted that they gained and developed their critical thinking skills (Dechakup, 2008; Ribe & Vidal, 1993), such as making a decision, giving suggestion and explaining their viewpoints.
5.1.2 Ways project-based learning supported collaborative learning
According to my study, the obtained data showed aspects of collaborative learning in 4 ways. First, Students shared co-decision making. Second, students shared work and responsibilities with their pair and classmates. Third, students solved problems with their peers. Fourth, students learned how to work with other people.
The participating students went through ten steps to enhance their reading comprehension as well as collaborative learning. To them, project-based learning enabled them to work with their partner to comprehend the assigned reading texts. It should be noted that these stages helped create a bilingual atmosphere during the project when the participants communicated with each other in both Thai and English.
They were engaged in the topic of their interest and were pleased with their preferred partner, thus motivating them to work well. Project work also helped students acquire more words in their own effort to comprehend the given stories. They had ample opportunities to further develop thinking skills in decision-making and planning. It was interesting for the researchers to witness their enthusiasm in using the Internet to help them comprehend their reading and make a good presentation. Some students watched videos on YouTube to learn about how to give a good presentation as well.
The findings showed that collaborative learning or working together to solve problems and complete projects was beneficial to students (Littlewood, 2000; Panitz, 2013). In the process of project-based learning, students were able to develop collaborative and interpersonal skills (Hirvela, 1999). In the study, project work supported relationship among peers in the classroom (Young, 2010). It was apparent that the students performed various language functions when communicating with each other, like asking for clarification, brainstorming for a relevant topic, giving opinions, refusing, and negotiating for a practical solution to the discussed issues or problem. Activities in
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ten steps of project work, like pair work, group discussion, expressing viewpoints, reporting decision made, and rehearsing a presentation, and the presentation-all provided for the students opportunities to interact and communicate.
5.2 Conclusion
The study demonstrated how project work enhanced reading comprehension of the students in grade 11 at a high school in Bangkok. The participating students in the study were engaged in project based-learning in ten steps. The project provided for the students with project-learning strategies that can be transferred to other types of reading - be it narrative or expository. The learning process motivated the students to work with their preferred partner toward the target level of reading comprehension.
The students proved for themselves that collaboration enabled them to understand the assigned story. The researchers noted that the starting point of project-based learning could appear somewhat chaotic when the students tried to familiarize themselves with the new learning mode. The teacher should give more practice time for each step in order to provide them with opportunities to further explore. As time passed, the students gradually felt in control with the subsequent stages of learning. By the end of project work with their presentation, the students experienced a sense of achievement in delivering their work to the whole class. Such a learning experience was to motivate them to perform better in their next language learning tasks.
As for teachers who may want to try project work with reading skill development, they should take into consideration the group size of students. A small group size would be easier to manage; however, a typical large group size of 40 students in Thailand could be a great challenge for teachers who may consider pair or team teaching to facilitate project work management. In other words, project-based learning is not beyond reach for teachers who want to try a new challenge that can yield positive learning outcomes of students in their specific teaching context.
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5.3 Discussion
Project based-learning can be incorporated into project work in class because it requires no additional materials. The content area reading sources and existing supplemental reading materials are adequate for instruction. The ten steps project work can be introduced at any time during the year, and revised in the course of any unit of reading courses. The skills of project work provide students with strategies that can be transferred to narrative and expository reading, therefore, making it effective for use in any classroom setting where students required to read. This process works fairly well, but it is time consuming and a little chaotic. One must consider how to address these issues when pursuing project work in a small group setting.
The pair work and a group setting, used in the treatment group, was an effective way to get all students engaged in reading project. The pair work provides an opportunity for all students to participate in a discussion about their reading. It was also noted that students tend to be more comfortable asking and attempting to answer questions in a pair work setting. Students got more speaking and writing time in peers.
Teenagers of high school enjoy working with peers and often will respond better to prodding and coaching from their classmates than they will from the teachers. This effort can meet with variety degree of success depending mostly on the students’
willingness to get involved into the process.
In doing project work, its ten steps provided the main ways that enhanced students’ reading comprehension and collaborative learning. The project-based learning showed interesting results of reading project where student comprehend their stories well. It showed that it created a bilingual atmosphere during the project where students communicated in both English and Thai. By doing the project, students got to participate in the topic in that they were interested and got to choose their preferred partner, thus motivating students to work well. Project work also helped students gain a greater vocabulary and help them comprehend the stories. Project work help students use and develop thinking skills (e.g. decision-making and planning,) and use technology like the internet to help them comprehend their reading and make a good
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presentation. For example; some students watched videos on YouTube to learn about how to give a good presentation.
5.4 Recommendations
5.4.1 General recommendation
The study demonstrated the project work can improve the reading comprehension ability of the grade 11 students in Bangkok. The suggestion is that there should be an English reading project in school curriculum or project-based learning in class. Based on this study, project work can be implemented to all required English texts focusing on reading comprehension.
5.4.2 Recommendation for future study
The recommendation for future researcher is to give more time for each step in order to provide the students with the opportunities to further explore their reading comprehension, vocabulary gain, and knowledge sharing among group members and across them. More longitudinal studies are suggested for this area, extending beyond one semester or even one year of study.
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