CHAPTER 3 THE METHODOLOGY 36
4.1 Introduction 54
This chapter discusses the implementation of project-based teaching and learning (Ribe and Vidal, 1998) with the aim to answer the following research questions:
1) In what ways did project-based learning enhance Grade 11 student comprehension in this study?
2) In what ways did project-based learning encourage collaborative learning in this study?
Data to reply to the above questions were obtained from 4 sources, namely teacher journals, pre and post interviews, students’ learning logs, story-retelling evaluation forms.
Section 4.2 that follows contains the answers to research question 1 while Section 4.3 exhibits the answers to research question 2:
4.2 Students reading comprehension methods
To find out ways students gained reading comprehension, I analysed 5 data sets: teacher’s journal, pre and post interviews, student learning logs, and story-retelling evaluation. There are 5 findings from these data.
First is using the dictionaries to look up for meanings from unfamiliar in the reading contexts.
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Based on teacher’s journal, the students looked up for meanings and checking their understanding of the words and sentences. The evidence is found on step 5 (Doing basic research around the topic) journal entry which reads,
“During this step, students read their own passage. They used dictionaries to learn new words while reading. After I illustrated students on the parts of a dictionary page, including entry words, pronunciation, part of speech, plural form, and word origin, I noticed that all of them got an awareness of using dictionaries was important as a tool to understand their reading.”
Then there is evidence from pre and post interviews where the students said they used dictionaries to look up the words they did not know on the passages. All of them used both online and normal dictionaries. Here are some examples from the interviews:
“I used a dictionary to look up the words I did not know. I also used a dictionary to check the spelling of a word when I wanted to rewrite my story. I think using dictionary is very helpful; to understand the story.” (Ji, the Curse of the Superman Group, personal communication, January 28, 2016)
“I find the meaning of the words I did not know from dictionary. I usually used an online dictionary. Well, I rarely used a print dictionary. I think both types are good. But it is easier and faster for me to use an online dictionary. I can find out how to say a word just by one click. I think using a dictionary really helped me with my reading comprehension.” (Rat, the Illuminati Group personal communication, January 28, 2016)
“Using a dictionary helped me going through this process. I looked up for the words I did not know from dictionary and tried to
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understand the story. I asked my teacher when I did not understand something.” (Pat, the Jack The Ripper Group personal communication, January 28, 2016)
Students’ learning logs indicate that on step 5 the students employed the dictionaries to help them comprehend the story. Here are some examples of their learning logs.
At step 5 (Doing basic research around the project) which reads:
“I think using a dictionary help me understand words and then understand my story.” (Than, the Bloody Mary Ritual Group, January 8, 2016)
“I understand the story much better after I learned how to use a dictionary. I asked the teacher when I did not understand. I wish there would be more time on doing project because I have a lot of homework.” (Karn, the Harry Potter and the Sorcerer’s Stone, January 8, 2016)
“I can use a dictionary to help myself understand the words and parts of speech. I understand what we learn in class.” (Gail, the Other Side Group, January 8, 2016)
Based on the given evidence, the use of dictionary to get meaning and checking their understanding can be found in data such as teacher’s journals, pre and post interviews, and students’ learning logs. There data reflect one way these students gained reading comprehension.
Second is using a speed reading technique to comprehend the stories as well as to look for the main idea and supporting details to understand the stories.
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Based on teacher’s journal, students used speed reading in order to understand their own stories. The evidence is found on step 5 (Doing basic research around the topic) journal entry which reads,
“Today I explained to the students the term “text structure” of a narrative story and how speed reading technique could help them understand their stories. The structure of a text can change multiple times in a work and even within a paragraph. I think it was important that students were given exposure to the various patterns of organization. So today I showed students the examples of how information is organized in each passage. I noticed that each pair used a speed reading on their own reading passages. Students discussed in class with the teacher and classmates.”
Then there is the evidence from pre and post interviews, all of the students said they could use a speed reading technique to comprehend their stories as well as look for the main idea and supporting details to understand their stories. Here are some examples from the interviews.
“I was able to understand a story more and was able to understand the sequence of the story. I read fast by using a speed reading technique. I think once you kind of understand the structure of writing narrative story, it helped you guess how the story could start and end.” (Karn, the Harry Potter and the Soccer’s Stone Group, personal communication, January 28, 2016)
“I understood the story better since I used a speeding reading. I was able to understand the whole passage better than I did before.” (Ja, the Bloody Mary Ritual Group, personal communication, January 28, 2016)
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“I am better at understanding my story since I applied a speed reading technique order. I could look at my passage and kind of understood the sequence of the story I read.” (Than, the Bloody Mary Ritual Group, personal communication, January 28, 2016)
Students’ learning logs indicate that on step 5 the students used a speed reading to understand their own passages. All students wrote they used to understand their own stories. Here are some examples of their learning logs.
“I understood the story better since I knew the structure of the text. I was able to find the narrative elements like plot, setting, characters, theme, etc. I think a speed reading technique really helped me understand my story better.” (Ja, the Bloody Mary Ritual Group, January 11, 2016)
“Knowing narrative elements is helpful for my reading because I could apply it to use on my reading. I tried to find narrative elements in my own story by a speed reading technique. It helped me understand the story better.” (Ree, the Germantown Mystery Group, January 11, 2016)
“I understand my story better since I knew the narrative structure and spatial order. I could find the sequence of the story by a speed reading technique. And I was able to find 7 elements of my story. I used a speeding reading technique.” (Athi, the Jack the Ripper Group, January 11, 2016)
Based on the given evidence, the use of a speed reading technique to comprehend students’ stories as well as look for the main idea and supporting details to understand their own stories can be found in data such as teacher’s journals, pre and post interviews, and students’ learning logs. There data reflect one way these students gained reading comprehension.
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Third is using context clues to understand the stories.
Based on teacher’s journal, students used context clues to make them understand their stories. The evidence is found on step 5 (Doing basic research around the topic) journal entry which reads,
“After I taught students about context clues strategies, I noticed that students used context clues as reading strategies to understand the words they did not know. I noticed that they use the dictionaries less since they learned about context clues. Students guessed what the new words meant”.
Then there is the evidence from pre and post interviews, there were eight students who said they used context clues to understand their stories. Here are some examples from the interviews.
“I learned that difficult or uncommon words may be followed by information to help discern the meaning. I applied context clues strategies to help me comprehend my own stories. When I did not understand a word, I tried to use context clues instead of looking up on dictionaries.” (Sea, the Harry Potter and the Sorcerer’s Stone Group, personal communication, January 28, 2016)
“I think the reading project improved our skill in reading. For example, we learned about context clues which really helped me to determine the words’ meanings. I am happy to say that reading project is useful and we gained reading comprehension by it. A Context clue is one of the strategies I learned during a project.” (Wara, the Germantown Mystery Group, personal communication, January 28, 2016)
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“The reading project reminded me that context clues strategy was helpful for learning new words and better understanding what we read. We did not have to know all words but we can understand the whole story.” (Pat, the Jack the Ripper Group, personal communication, January 28, 2016)
Students’ learning logs indicate that on step 5 the students used context clues to understand their stories. All students wrote they used context clues to understand their stories. Here are some examples of their learning logs.
“I can use context clues to discern the meaning of an unknown or unfamiliar word or of written text.” (Tamp, the Illuminati Group, January 21, 2016)
“Skill in using context clues helped me to be able to guess the meaning of the words I found in the passage. I think it is a good strategies for reading. I do not have to look up the word I do not know in a dictionary every time.” (Sea, the Harry Potter and the Sorcerer’s Stone Group, January 21, 2016)
“I think skill in using context clues enabled me to comprehend my story. I understand my story much better since I can use context clues to get the meanings of the words I do not know in my passage.” (Wat, the Other Side Group, January 21, 2016)
Based on the given evidence, the use of context clues helped students understanding the stories can be found in data such as teacher’s journals, pre and post interviews, and students’ learning logs. There data reflect one way these students gained reading comprehension
Fourth, students gained reading comprehension via story retelling.
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Based on step 9 (Presenting the project), students presented their final product to the class by retelling the story they read. Each pair took about 15 minutes to present their end product. My observation of students was that they were interested in the presentation. I used the story retelling evaluation form in order see how well each pair comprehended their own stories. Based on the story retelling evaluation form, I found out story retelling enhanced students’ reading comprehension:
It was found that:
No.1 Settings: There were seven pairs who were able to include statement(s) about time and/or place.
No.2 Characters: There were seven pairs who were able to identify main character, supporting characters, and/or specific character traits.
No.3 Sequence of events: There were seven pairs who were able to recall important events in order, including introduction, problem, and/or resolution.
No. 4 Theme: There were seven pairs who were able to include a synthesis or summary of the main ideas of the text.
Based on teacher’s journal, the story re-telling caused students comprehending their own stories. The evidence is found on step 9 (Presenting the project) journal entry which reads,
“Story retelling was a way that leaded students through reading comprehension. Students were prepared for this last step and finally came up with their own story retelling to make other people understand what they had read. The results showed that all students were able to re-tell their stories in their own words. And the resulted showed that all students can do it very well. All students reached full comprehension.”
Based on the given evidence, the story re-telling caused students comprehending their own stories which can be found in data such as the story retelling evaluation and the teacher’s journal. There data reflect one way these students gained reading comprehension
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In summary, I can conclude that the students’ reading comprehension was gained in four ways. First is using dictionaries to look up the meaning for some unfamiliar words in the reading texts. Second is using a speed reading technique to comprehend their stories as well as look for the main idea and supporting details to understand their stories. Third is using context clues to understand words students did not know. And last is retelling their stories in students’ own words. The story re-telling caused them comprehending their own stories. These ways of students gaining reading comprehension made them understand not only the content but also the holistic scope of comprehension (e.g. using the dictionaries, speed reading techniques, context clues).
4.3 Students collaborative learning methods
The answer to this second research question was analyzed from 3 data, including teacher’s journal, pre and post interviews, and students’ learning logs, as discussed below.
First is co-decision making such as planning and setting objectives of the project, managing time together.
Based on teacher’s journal, the reading project enhanced students’
collaboration on co-decision making such as planning, setting objectives of the project and managing time together. The evidence is found during these steps.
At step 3 (Selecting the topic) journal entry which reads:
“Students liked to work in pair and they collaborated well with their peers, for example, students could arrange time to work on their projects, they took responsibility on sharing ideas. They discussed and agreed on making decisions.”
At step 4 (Creating a general outline of the project) journal entry which reads,
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“After students formed a group, each pair did research on finding the story they wanted to read. All of them were searching for their story via the internet. In class, the teacher showed students how to make an outline step by step. During this process, students asked opinions of one another. They planned and set objectives of their reading projects. They set objectives SMART: which means the objectives should be specific, measurable, aggressive, realistic and time. Then each group reported to the class about their general outlines. Students worked in class and told me they wanted to make a good outcome for their projects.”
At step 5 (Doing basic research about the project) journal entry which reads:
“I guided the reading techniques to students. In the first week, I guided them on how to use a dictionary, what a narrative story is, what a speed reading technique is. The second week, I taught them about finding the main ideas, finding supportive details, and context clues. The period of the first week and the second week was altogether four hours. Each week, students learned how to select, summarize, structure, and organize information during class. These reading techniques really helped students with their organizational skills. During this step, students learned and tried to understand their reading passages. Students had to think more on how to finish their work.”
At step 7 (Putting it all together) journal entry which reads:
“Students were working hard on their presentations. They outlined their stories and reported them to the class. Students had to think on how to present well in class. So it meant they all have to manage their time.”
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At step 9 (Presenting the project) journal entry which reads:
“At steps 8-9, speaking interaction encouraged students to work systematically. The greeting to the audience, introduction to the topic and objectives were given. Students incorporated PowerPoint, animations, maps, and pictures to clarify their claims. They looked at the audience and made gestures such as smiling, nodding and waving hands. It can be concluded that students collaborated in working together through the story re-telling step. The students had to manage their time on the story re-telling step.”
Data retrieved from pre and post interview show that the reading projects enhanced students’ collaboration on planning, setting objectives and managing their time together.
There were ten students who said the reading projects created ownership among them. Although the projects were tasks, they had to do their best. Here are some examples from the interviews.
“It was difficult but I had to make it. The project was about English reading comprehension. I am not very good at English. But it challenged me to catch up with reading comprehension. I wanted to make it to end to the presentation so we planned and worked together.” (Ak, the Curse of Superman Group, personal communication, January 28, 2016)
“Other projects we had done before were all in Thai language. This one was in English. I am not very good at English. But I thought it challenged me to make it and we did our best. We worked together and planned things.” (Ja, the Bloody Mary Ritual Group, personal communication, January 28, 2016)
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“The reading project made us work in pairs. We helped each other in order to make it succeed at the end because it was our task. We planned and worked together. ” (Karn, the Harry Potter and the Sorcerer’s Stone Group, personal communication, January 28, 2016)
“In this project we had to plan and do everything by ourselves. We made a choice and did things step by step. We must manage our time to work on the project.” (Sea, the Harry Potter and the Sorcerer’s Stone Group, personal communication, January 28, 2016)
“We planned things and managed our time together. We met the free time to work together on reading. I have a part-time job. Sometimes it was difficult for me to find time to work with my peer.” (Ree, the Germantown Mystery Group, personal communication, January 28, 2016)
Students’ learning logs indicate the reading project enhanced students’
collaboration on planning, setting objectives and managing time together. All students wrote the planned and set objectives of their reading projects. Here are some examples of their learning logs.
Step 3 (Creating a general outline of the project) students’ logs which read:
“Today we planned the objectives of the projects. The objective is to understand the story we are going to read. We hope to do it our best.” (Ak, the Curse of Superman Group, December 17, 2015)
“We set the objectives and planned what to do on the project. I wish the project will turn out great!” (Karn, the Harry Potter and the Sorcerer’s Stone, December 17, 2015)