INTRODUCTION
Background
Education is fundamentally a teaching and learning process, where effective learning performance stems from quality instructional methods To foster student engagement and motivation, teachers must employ innovative and inspiring teaching strategies that ignite interest in learning.
English is considered as a global language which is used both as native language by developed countries and as second language by other countries like Asian ones
English is recognized as a global language, making proficiency in it essential through the four key skills: listening, speaking, reading, and writing According to Alvermann and Earle (2003), reading comprehension is particularly vital for students as it serves as a primary tool for expanding their knowledge While Vietnamese students have access to various English printed materials for academic purposes, opportunities to practice speaking, listening, and writing are limited in their daily lives McDonough and Shaw (2013) emphasize that reading is crucial for students’ learning development, as it provides access to foreign language materials and scientific knowledge relevant to their fields of study Consequently, reading forms the foundation for advanced academic pursuits, which require strong reading skills to engage with textbooks and additional resources beyond the classroom (Roe, Stoodt, & Burns, 1998).
Reading comprehension is crucial for students learning English as a Second Language (ESL) and English as a Foreign Language (EFL) Despite its importance, many students enter higher education lacking essential reading strategies and metacognitive control, which hinders their ability to comprehend texts effectively.
The ability to understand English textbooks and materials is crucial for students pursuing higher education, as it enables access to international knowledge primarily available in English Traditional whole-class teaching methods have contributed to low English proficiency and diminished interest in learning the language To enhance reading and comprehension skills in academic literature, non-native English speakers must diligently work to improve their abilities, as emphasized by Cook (1990) One effective approach to facilitate this learning is through cooperative learning, which promotes active, learner-centered engagement.
Cooperative learning, as highlighted by Sharan (1994), is a student-centered approach that fosters collaboration among learners, reducing instructor dominance and enhancing understanding through peer interaction Slavin (1995) further emphasizes that this method creates an interactive learning environment, allowing students to work in groups and assess each other's progress, particularly in reading comprehension.
Concerning Vietnamese EFL setting, English has been an obligatory subject in schools and universities in Vietnam since the time of Vietnam's open-door policy in
1986 (Le, V.C., 1999), and when entrancing into the World Trade Organization (WTO) in 2006 It ought to be featured that the National Foreign Language Project
In 2020, English became a compulsory subject across all educational institutions in Vietnam (Nguyen, T N., 2008) Cooperative Learning (CL) has been integrated into English as a Foreign Language (EFL) education in Vietnam and other Asian countries, showing significant potential in language teaching (Johnson and Johnson, 2009) Research by Lee (2003) indicates that students at a Vietnamese university learned vocabulary and reading comprehension more effectively in cooperative groups compared to traditional methods This suggests that CL is advantageous for EFL teaching, particularly in higher education contexts (Nguyen, T B T., 2003) Numerous studies have explored the benefits of CL in language learning, highlighting its positive impact on EFL instruction (Nguyen, T B T., 2017; Pham, T H T., 2012) However, challenges in implementing CL effectively in Vietnam persist, with Nguyen, T B T (2003) noting that its application may not be genuinely effective Researchers like Pham, H H (2007) have identified cultural obstacles and issues in student collaboration during EFL classes There are also concerns regarding the suitability of CL for Vietnamese EFL students (Nguyen, T B T., 2012) Despite its long-standing presence in Vietnamese education, the effectiveness of CL remains a contentious topic in EFL settings (Pham, H H., 2007).
Rationale for the study
In Vietnamese society, there is a growing demand for advanced English skills across various sectors, including travel, healthcare, finance, economics, and science, to facilitate effective communication and enhance knowledge sharing.
The significance of higher education in the learning development of students cannot be overstated, particularly in terms of reading comprehension skills Despite this, many teachers express concern over the limited English proficiency of Vietnamese students and graduates, especially in reading, as evidenced by various examinations in Vietnam This highlights a critical focus on the reading comprehension abilities of EFL (English as a Foreign Language) students Consequently, educators face the challenge of identifying these difficulties to enhance and reform English language education Additionally, previous research has pointed out a lack of exploration into the dynamics of students working in groups during learning sessions.
Research shows that cooperative learning strategies are underutilized in English as a Foreign Language (EFL) classrooms, despite their proven effectiveness This lack of implementation highlights a gap between successful educational practices and actual classroom activities Various studies have explored different cooperative learning methods, such as Learning Together, Jigsaw Grouping, Teams-Games-Tournaments, Group Investigation, Student Teams Achievement Division, and Team Accelerated Instruction These investigations demonstrate a strong link between cooperative learning techniques and improved cognitive outcomes (D Johnson & R Johnson, 2005; Tran, V D.).
In order for group study to be effective, the performance of the group must reflect the individual learning progress of its members (Sharan, 2014) This study investigates the effects of the Student-Teams Achievement Division (STAD) model, a cooperative learning strategy developed by Slavin (1978), on reading comprehension and examines the perceptions of English as a Foreign Language (EFL) students during its implementation.
The decision to implement STAD aims to foster positive collaboration among students, enhance their attitudes towards learning, boost confidence, and strengthen interpersonal skills Additionally, STAD provides a valuable learning resource through group work, where high-achieving students take on tutoring roles, leading to positive outcomes for the entire group.
The STAD (Student Teams-Achievement Divisions) model, established in 1991, is recognized as an effective collaborative learning strategy that enhances student motivation and engagement in reading By promoting group discussions and idea sharing, STAD encourages team members to take responsibility for their contributions, ultimately improving their reading comprehension skills This technique facilitates increased practice and discussion among students, which is essential for enhancing their understanding of English reading passages Additionally, STAD supports vocabulary development, allowing learners to repeatedly encounter and utilize specific words, thereby solidifying their understanding The core principle of STAD is to foster a collaborative environment where group members motivate one another, share insights, and collectively navigate reading materials, leading to improved academic performance.
(1997) found that student motivation increased since they are prevailing for their self as well as for their group mates well in overall
The concerns raised by teachers and researchers have motivated a focus on the implementation of Cooperative Learning, specifically the Student-Teams Achievement Technique, in enhancing reading comprehension within Vietnamese higher education This research aims to address students' perspectives and the challenges associated with the application of this intervention.
The aim of the study
There have been multitude of studies on effective reading comprehension strategies to increase students’ reading ability Stevens (2003) and Guthrie et al
A 2007 study highlighted the effectiveness of cooperative learning in actively engaging students in classroom activities, facilitating quicker attainment of learning objectives This research specifically investigates the impact of the STAD (Student Teams-Achievement Divisions) cooperative learning model on the reading performance of EFL (English as a Foreign Language) students.
Research questions
The research questions of this study are:
1 To what extent does the STAD affect students’ reading comprehension performance in EFL classroom?
2 What are EFL students’ perceptions of STAD supporting their learning of reading?
3 What are the challenges perceived by EFL students in implementing STAD?
Significance of the study
The study aimed to enhance students' reading achievement through the implementation of the STAD cooperative learning strategy Throughout the research, insights were gained into students' perceptions and the challenges faced when utilizing STAD in the classroom.
This study enhances the discourse on cooperative learning by emphasizing its vital role in the teaching and learning process It deepens the understanding of reflective practices in group learning, enabling students to assess their methods and strategize improvements for current and future educational experiences Additionally, the research highlights the significance of motivation and engagement within cooperative learning environments The theoretical framework, derived from a comprehensive literature review, not only informs the study but also contributes to the broader research field Key perspectives, including cognitive development and interdependence, elucidate the positive impact of the STAD (Student Teams-Achievement Divisions) model in classrooms, fostering improved student perceptions of the intervention and enhancing both individual learning and group performance.
This study enhances the reading learning process for EFL students by promoting Cooperative Learning, a strategy known to improve academic performance The findings outline the essential conditions for an effective cooperative environment and highlight challenges in research implementation By fostering student engagement, confidence, and motivation, this approach benefits both peer interactions and teacher guidance The study supports the integration of the STAD cooperative mechanism in language teaching and offers valuable insights for teachers aiming to effectively apply this method to achieve their educational goals.
Overview
This study investigates the effect of the Student Teams - Achievement Divisions (STAD) Technique on the reading comprehension of English as a Foreign Language (EFL) students at a Vietnamese higher education institution Organized into five chapters, the first chapter provides essential background information, outlining the study's objectives and research questions The second chapter reviews relevant literature on reading, reading comprehension, cooperative learning, and STAD Chapter three details the research methodology employed in the study, while chapter four presents the findings The fifth chapter discusses these findings, and the final chapter highlights the study's significance, implications, limitations, and offers recommendations along with concluding remarks.
LITERATURE REVIEW
Definitions
Reading is a crucial skill for students, serving as a primary tool for expanding knowledge and achieving success in language learning It is a cognitive process that requires effort for effective comprehension According to Roe, Smith, and Burns (2005), reading is a complex communicative act where text, context, and the reader interact to enhance understanding Grellet (1998) further emphasizes that reading is an ongoing process involving guessing, analyzing, and questioning.
Reading comprehension goes beyond mere decoding; it involves understanding the message, recognizing the author's intentions, and interpreting both explicit and implicit information within the text (Grabe, 2009) According to Tonijes (1999), it encompasses acquiring knowledge, experiences, and implications through reading Comprehension is the final stage of this process, which includes guessing, translating, connecting ideas, and employing strategies to fulfill specific purposes while evaluating the significance of the messages conveyed in the passages.
Reading comprehension is a crucial skill for academic and career success, as highlighted by Soden et al (2015) It involves the ability to understand and apply content for effective learning, influenced by various educational methods and contexts Students struggling with reading comprehension face significant challenges, impacting their academic performance and potentially leading to psychological issues such as low self-confidence and educational setbacks, including school dropout rates.
Reading comprehension is an interactive process that requires readers to understand, remember, and extract significant ideas from the text (Taylor & Taylor, 1990) Pardo (2004) further defines it as the engagement of readers with the material, utilizing prior knowledge, personal experiences, and the context of the text These varying definitions highlight the complexity of understanding written content.
Reading comprehension involves integrating prior knowledge, vocabulary, and context with information from texts to achieve a full understanding (Snow, 2010) It is a process of extracting meaning from written materials, emphasizing the importance of grasping the overall content rather than focusing solely on individual words or sentences (Kintsch, 1998, as cited in Woolley, 2011) The ultimate goal of reading is comprehension, enabling learners to create mental models and interpret the text's meaning effectively Without comprehension, reading can become tedious and devoid of significance (Aarnoutse & Van Leeuwe, 2000).
Reading comprehension is a complex skill that requires various abilities, including vocabulary recognition, identifying main ideas, evaluating content, and drawing conclusions (Moflih, 2005) This skill is crucial for students in their educational pursuits, enabling them to understand key points and navigate challenging concepts (Broker, 2014) Despite its importance, research indicates challenges in developing reading comprehension skills among learners (Moflih, 2005).
According to Karlin (1984), reading comprehension is categorized into three levels The first level focuses on literal understanding, where students grasp the basic meaning of the text, including identifying key ideas and the sequence of events The second level, deductive comprehension, involves students inferring information that is not directly stated by the author, allowing them to predict meanings and character qualities based on the text The third level, assessment, showcases a student's ability to evaluate events and perceptions within the text, enabling them to distinguish between truth and imagination while recognizing different viewpoints presented.
Reading comprehension involves interpreting and understanding the message within a text When readers grasp the content effectively, they can organize essential knowledge and the author's intentions while selecting appropriate strategies to achieve their reading objectives Grabe (2009) identifies four key purposes of reading comprehension First, scanning and skimming are vital techniques that enable readers to quickly locate specific information and grasp main ideas Second, effective reading requires identifying main ideas and supporting details, connecting them with prior knowledge to enhance retention Third, readers must synthesize and evaluate information, which involves critiquing content and making informed assessments Lastly, achieving general comprehension is crucial, as fluent readers can swiftly familiarize themselves with topics through their reading skills.
Overall, in various reading purposes, the readers will base on their purpose to choose the appropriate kind of reading
Enhancing reading comprehension remains a significant challenge for both EFL learners and instructors Research has predominantly focused on learning strategies that improve students' understanding of reading texts (Stevens, 2003; Jalilifar, 2010; Zuo, 2011; Law, 2014) One effective approach that has gained popularity in language classrooms is Cooperative Learning (CL) While some studies indicate success with CL (Alhaidari, 2006; Bejarano, 1987), results can vary It is essential to consider how knowledge is conveyed through printed materials during the reading process According to Artz and Newman (1990), cooperative learning involves dividing students into small groups that work together to achieve a common goal, fostering collaboration to enhance learning outcomes.
D Johnson and R Johnson (2003) identified key factors for effective cooperative learning, emphasizing the importance of task interdependence and individual accountability among group members Each student is responsible for contributing to group work, fostering a collaborative environment where they discuss, support, and enhance each other’s learning performance Additionally, essential interpersonal and group skills are taught, including active listening, appreciation of peers' efforts, constructive feedback, motivation for collective goals, information sharing, empathy, and self-evaluation of the learning process.
Cooperative learning offers students the chance to collaborate with peers to achieve shared goals, contrasting with traditional teaching methods where the teacher is the primary source of knowledge (Slavin, 2011; Johnson & Johnson, 2003) This structured approach fosters accountability among learners and emphasizes the importance of social interaction in the learning process.
R Johnson, 2003) Moreover, cooperative learning is a psychologically and socially based strategy that assists learners to work together to reach their learning objectives (Ning & Hornby, 2014) In addition, D Johnson and R Johnson (2007) stated that cooperative learning is the instructional use of small groups for learners to work cooperatively and maximize their own and others’ learning, to motivate and encourage one another to work their hardest
In term of positive sides, Salvin (2011) characterized cooperative learning into the following elements:
Cooperative groups typically consist of 4 to 5 students, ensuring a mix of genders and diverse learning levels These groups can also include students from various ethnic backgrounds and social classes, promoting a rich learning environment.
To achieve group goals such as high scores or recognition, students must collaborate effectively, sharing ideas and supporting one another throughout the learning process Success is defined by each member's ability to engage with the learning materials and actively contribute to the overall group achievement.
Promotive interaction is essential in environments of positive interdependence, where students collaborate in groups to solve problems and complete tasks assigned by their teacher This collaborative approach includes activities like peer tutoring, exchanging information, and providing support and encouragement, all aimed at enhancing engagement in group work.
The theoretical framework of the study
Figure 3.1 features the integrated model for cooperative learning by Slavin (2011) This model constitutes the foundation to learn about cooperative activities and how they stimulate student interaction and learning process
Figure 3.1 Integration of theoretical perspectives on effects of cooperative learning on learning (adapted from Slavin, R (2011) Cooperative learning Learning and Cognition on Education)
In cooperative learning settings, three key motivational features drive engagement: the desire to learn, the motivation to encourage peers, and the willingness to assist group members Slavin (2003) identified four theoretical perspectives on the impact of cooperative learning: motivation, social cohesion, cognitive development, and cognitive elaboration His model illustrates that group interaction can enhance learning by linking group goals, motivation, and improved academic outcomes As students work towards common objectives, they motivate one another to learn and support each other through practices like peer tutoring, modeling, cognitive elaboration, and assessment.
As a result, the conceptual framework guiding this study (Figure 3.2) was developed on the basis of Slavin (2011) students’ learning perspectives model
Figure 3.2: Theoretical framework for the study
Research indicates that students have diverse learning styles, highlighting the significance of tailored classroom environments and activities to enhance learning outcomes (Cowles & Aldridge, 1992) Furthermore, D Johnson and R Johnson emphasize the importance of collaborative learning strategies in fostering educational success.
Cooperative learning fosters a supportive environment that enhances long-term learning for students by encouraging group collaboration and idea sharing In this interactive setting, students model behaviors and demonstrate their abilities to benefit one another, leading to the development of shared cognitions unique to the group Through group discussions, members collectively tackle problems, building and maintaining a shared understanding This collaborative process is essential for seeking explanations and achieving common goals Social cognitive theory highlights cooperation as a collective perception of group members' power to reach desired outcomes (Bandura, 2000; Lave & Wenger, 1991).
Positive interdependence is crucial in cooperative learning, as it fosters collaboration among individuals toward shared goals (Deutsch, 1949) In a cooperative environment, the tension created by goal-setting motivates participation and engagement Without interdependence, individuals see their goals as unrelated to those of others, which diminishes collaboration (D Johnson & R Johnson, 2003) In teams with positive interdependence, members support one another to achieve common objectives, enhancing interaction Conversely, negative interdependence results in competitive dynamics where individuals hinder each other's efforts for personal gain (D Johnson & R Johnson, 2009) Research shows that students in structured groups actively engage by listening, seeking clarification, sharing opinions, and providing help (Gillies, 2007) Effective learning is thus linked to timely and tailored instruction that meets learners' needs (Bejarano).
Motivation to learn and support others fosters cooperative behaviors that enhance learning outcomes (Slavin, 2011) This motivation drives students to complete tasks and engage in group communication, directly impacting their learning experiences Positive interactions, such as providing feedback, discussing problems, and clarifying answers, benefit both high- and low-ability learners By collaborating with peers, students can discuss, debate, and reshape information, leading to a shared understanding and improved comprehension Ultimately, this collaborative process fills gaps in individual perceptions, resulting in a deeper understanding of concepts (Cohen & Lotan, 2014).
Successful students take charge of their learning, highlighting the critical role of reflection in the teaching and learning process (Rubin, 2003) Various strategies have been proposed to facilitate reflection, including student observation, teacher observation, journals, diaries, and interviews (Cohen).
In 2007, the researcher utilized various methods, including collecting student diaries on STAD practice, observing classroom activities, and conducting semi-structured interviews, to critically assess her teaching and understand students' perceptions and challenges during cooperative sessions LaBoskey (1993) suggests that reflective practices can lead to new insights, paving the way for professional actions aimed at enhancing current or future teaching strategies.
In summary, this theoretical framework enhances the learning process by fostering a cooperative learning environment that promotes student interaction and motivation This approach, combined with reflective practice, leads to deeper understanding and can improve both current and future learning outcomes, particularly in reading comprehension.
Summary
Recent research on the application of the STAD technique in the Vietnamese learning context is limited In higher education institutions in Vietnam, while cooperative learning is often utilized, traditional methods like teacher-led instruction and student note-taking dominate the classroom experience (Harman & Nguyen, T.N., 2010) Despite the challenges associated with cooperative learning (CL) and STAD, these methods significantly enhance student interaction and academic performance Consequently, there is a growing call for educators in Vietnam to transition from passive teaching to more interactive, problem-based learning approaches that foster active student participation and deeper understanding (Harman & Nguyen, T.N., 2010, p.68) This study focuses on evaluating the impact of STAD on EFL students' reading comprehension skills, while also examining their perceptions and the challenges faced in implementing this technique within Vietnamese higher education.
RESEARCH METHODOLOGY
Research objectives and questions
The study investigated the effects of the Student Teams-Achievement Divisions (STAD) method of Cooperative Learning on enhancing reading comprehension among EFL students Additionally, it sought to understand students’ perceptions and the challenges associated with implementing STAD in reading comprehension activities The research focused on addressing specific questions related to these aspects.
1 To what extent does the STAD affect students’ reading comprehension performance in EFL classroom?
2 What are EFL students’ perceptions of STAD supporting their learning of reading?
3 What are the challenges perceived by EFL students in implementing STAD?
Choice of approach
The research approach encompasses a spectrum from overarching assumptions to detailed methodologies for data collection, analysis, and interpretation The selection of a research design is influenced by the research paradigm, which can be defined as a worldview or general perspective that helps simplify the complexities of reality (Patton, 1990).
The study aimed to investigate the impact of STAD on EFL students' reading achievement while also exploring the participants' perspectives and challenges Utilizing a qualitative strategy, the researcher provided specific treatment to sixteen students organized into four groups to assess their cooperation and progress in reading The research sought to deepen the understanding of students' experiences and identify any challenges they encountered with STAD in higher education By focusing on the perspectives of the participants and the outcomes of the process, the study employed qualitative research methods within a constructivist paradigm, including tests, observations, student diaries, and interviews.
Research Context and Participants
A study was conducted at a university in Ho Chi Minh City, focusing on non-major English students enrolled in an English course at the university's language center The university's English program comprises six levels: Foundation 1, Foundation 2, Foundation 3, and three English Community levels (1, 2, and 3).
At the beginning of university, the students took the standardized test to be assigned into the right levels
The study involved 16 low intermediate non-major English students, aged 18 to 20, who are native Vietnamese speakers Most participants were second-year students enrolled in the Community English 1 Course, having completed six years of English education prior to university Their proficiency level was primarily at Foundation 2, determined by an entrance examination aligned with the Key English Test, a standardized Cambridge English exam The participants hailed from various faculties within the university.
In this study, the researcher served as the teacher, conducting reading lessons that lasted 90 minutes each week, out of a total class duration of 2 hours and 15 minutes The reading materials, sourced from the course book KEYNOTE 2A, consisted of passages ranging from 300 to 400 words The instructional focus included group tasks and individual quizzes aimed at assessing comprehension of main ideas and details, utilizing various question formats such as multiple choice, matching, true/false, and fill-in-the-blank.
Data Collection
Employing multiple data collection methods through triangulation is highly recommended for maximizing the value of research data (Cohen, Brody, & Sapon, 2004) This study utilized four methods: tests and test reports, observations, interviews, and student diaries The data gathered from these sources contributes to a comprehensive report on the cooperative learning process, providing insights into students' perceptions of the STAD practice.
In educational research, tests are essential tools for data collection (Marwat, 2010) In this study, the teacher administered both individual and group tests, utilizing reading passages from the students' textbooks After groups collaborated on the reading materials, each student completed an individual test independently The teacher then assessed the tests and compared the results to previous scores to evaluate improvements in reading performance The test scores served as descriptive metrics to determine overall enhancements in students' academic achievement.
After individual tests, the teacher requested students to complete a test report that encouraged them to articulate their thought processes behind their answer choices This approach allowed the teacher to gauge students' understanding of the reading materials and identify any challenges they faced By analyzing these reports, the teacher gained insights into how students processed the texts and gathered evidence for their responses Additionally, the test reports enabled the teacher to assess each student's current comprehension level and track their progress following targeted interventions.
The reading tests, designed for both individuals and groups, emphasized two key skills: skimming for main ideas and scanning for details, featuring 10 varied question types These included multiple choice, matching, true/false, and fill-in-the-blank formats The initial five questions assessed comprehension of main ideas, while the remaining questions focused on detail understanding, with each reading passage consisting of approximately 300 words.
400 words at low intermediate level through the topics in the textbook Keynote 2A including Protectors, Family Connections, Global Stories, Music, Good Design, Inspiration
During the learning process, information was collected through observation to assess students' progress, understanding, attitudes, behaviors, strengths, and challenges in using the STAD method Classroom observation, as defined by Bailey (2001), involves the observer attending class sessions to record teaching activities and student practices Different observation types, as highlighted by Hopkins (2014), include open, focused, structured, and systematic, each utilizing various instruments such as blank sheets, scales, and checklists In this study, the teacher conducted focused observations tailored to the study's objectives to evaluate the effectiveness of STAD in enhancing students' reading performance during various class activities.
Observation: students’ behaviors observed by rating students’ behaviors in each of areas relative to other students in the classroom
Effective instructional behaviors encompass a range of skills essential for academic success These include attentiveness to instructions and tasks, active participation in class discussions, and the ability to contribute constructively Additionally, maintaining organized work habits, completing tasks meticulously, and demonstrating a willingness to engage without frustration are crucial for fostering a productive learning environment.
- In social behaviors: friendly and respectful toward adults and peers, interact appropriately with peers in social/academic settings, respect others’ safety and personal space, engage with peers
- In general behavior and conduct: staying in seat, activity level, talking out, behaviors disrupt class, attention span, easily excitable
Weekly student diaries served as a valuable data source, enabling the teacher to closely monitor teaching methods and student learning These diaries reflected students' insights on reading lessons conducted with the STAD approach, as noted by Klimova.
In 2015, diaries or journals emerged as valuable tools for individuals to express their thoughts, feelings, and experiences Utilizing diaries can enhance productivity, especially for educators who review students' entries to provide constructive feedback In a study involving the STAD (Student Teams-Achievement Divisions) method after reading lessons, students were prompted to reflect on their cooperative learning experiences through guided diary entries This practice allowed students to identify their challenges and develop strategies for improvement, while teachers gained insights into individual learning patterns and could offer tailored suggestions for each student.
The study aimed to investigate students' perceptions of the intervention, utilizing semi-structured interviews as a key method to gain in-depth insights and explore the challenges faced One significant advantage of semi-structured interviews is their flexibility, making them ideal for small-scale research (Drever, 1995) In this context, the teacher employed semi-structured interviews to effectively gather qualitative data.
The study involved 16 students investigating their perceptions and challenges of using the STAD method in reading learning, revealing that this approach yields valuable data with a smaller sample size and facilitates thematic analysis of qualitative data (Alvarez & Urla, 2002) Semi-structured interviews (see Appendix G) were employed to foster two-way communication, enabling the researcher to gather in-depth insights The interview questions, prepared in advance, began with broad topics, allowing for flexibility and detailed follow-up questions to clarify responses (Arksey & Knight, 1999, p.5) These questions were crafted based on the literature review, and all interviews were meticulously recorded for later analysis.
On October 2, 2019, the first meeting of English 1 Class-Group 112 took place at a university in Ho Chi Minh City from 9:25 am to 11:50 am The teacher began by greeting the students and taking attendance before introducing the purpose, methods, and research process, encouraging active participation The session included a reading test on the topic of Genealogy, consisting of 10 questions—5 requiring scanning and 5 for skimming—lasting 20 minutes After collecting and scoring the tests, the teacher organized the 16 students into 4 mixed-ability groups, ensuring each group had a balance of high, average, and low-performing students to foster collaborative learning and success.
On October 9th, during the second meeting, the teacher introduced the STAD method for reading comprehension The lesson began with a fifteen-minute presentation of the topic, followed by grouping students based on their pre-test scores from the first meeting After forming groups, the teacher provided materials and encouraged collaboration to complete reading tasks While students engaged in discussions, the teacher circulated the classroom, observing each group and noting any difficulties encountered The importance of focusing on group contributions was emphasized, especially with a test on the same topic approaching After completing their discussions, students finished the group test.
After a 30-minute group discussion, the teacher instructed the students to return to their seats for a 20-minute individual test Utilizing the knowledge gained from their peers, the students aimed to perform their best on the test Upon completion, they filled out a test report explaining their answer choices, allowing the teacher to assess their understanding of the material Additionally, students reflected on the STAD method used during the lesson by writing in their diaries, comparing their performance to their previous test results.
During the cooperative tasks and individual quizzes, observations were conducted to gather insights on students' progress, understanding, attitudes, behaviors, strengths, and challenges while using the STAD technique This approach created a supportive learning environment that allowed for a deeper understanding of students' thoughts and feelings about each lesson The teacher closely monitored students' activities and attitudes throughout the teaching process, utilizing observation sheets to assess the effectiveness of the instructional technique This data was crucial for evaluating student responses to the teaching method implemented.
In weeks 3 to 5, the meetings followed a similar process to the second meeting, culminating in week 6 with a post-test for individual students to assess improvements in reading performance through cooperative learning with the STAD method The students completed the reading test independently, allowing for a comparison with their pretest scores from the first meeting The scores from group activities and individual tests were compiled, and the top-performing group (Group 2) received recognition and rewards from the teacher In the final week, sixteen students were interviewed using prepared and spontaneous questions to gain insight into their perceptions of the learning process and the challenges faced The teacher expressed gratitude for the students' enthusiastic participation throughout the research, thanking them for their engagement.
The bellows are the topics and specific schedule of group work and individual test every week
WEEK 2: Individual Quiz 2: Vultures in danger
WEEK 3: Individual Quiz 3: Top picks
WEEK 4: Individual Quiz 4: Music and the brain
WEEK 5: Individual Quiz 5: Inspiring lives
WEEK 6: Individual Quiz 6: Symbol of a city
Week Date Contents Duration Intervention
Vultures in danger Test Report
3 WED Reading test 2 30 minutes Observation
Music and the brain Test Report
Reading test 4 (Groupwork): Olympic flag
Symbol of a city Test Report
Interview 120 minutes Semi- structured interviews with 16 students
Data Analysis
Choosing the right analysis method is crucial for a systematic examination of data, enhancing readers' comprehension of findings and conclusions Thematic analysis, as defined by Braun and Clarke (2006), is an effective qualitative approach that identifies patterns or themes within data, making it a recommended first choice for researchers due to its foundational skills applicable to various analyses This method goes beyond mere summarization, facilitating coherent and understandable data interpretations Braun and Clarke proposed a six-step framework for thematic analysis: becoming familiar with the data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up the results.
Based on the purposes, this study applied the thematic analysis method (Braun et al
In 2014, Braun & Clarke's analysis method was utilized to examine data from various sources, including observations, interviews, and student diaries, which provided valuable insights into students' perceptions of the intervention The collected diaries were thematically organized to enhance the depth of subsequent interviews, revealing both positive changes and challenges faced during the research process This thematic analysis was guided by specific research questions and the focus of the researcher, ultimately helping to assess the impact of STAD on students' reading comprehension performance and to explore their perspectives and difficulties in utilizing STAD for reading comprehension.
Ethics
Before the study began, permission was obtained from the director of the university's language center, ensuring respect for participants and locations involved (Creswell, 2009) Ethical principles were upheld throughout the research, with participants guaranteed confidentiality regarding their information, which was securely processed, analyzed, and reported Identifying details were kept confidential in the thesis, fostering a sense of security for participants They were informed of their voluntary involvement, and measures were taken to ensure their comfort during tests, observations, and interviews Participants had the freedom to withdraw from the study at any point before data analysis The researcher emphasized the clarity of the research purpose, consent, mutual respect between researcher and participants, confidentiality, data access, and the data collection process.
Trustworthiness
Trustworthiness, as defined by Lincoln and Guba (1985), addresses the reliability of research findings Qualitative researchers must establish four key aspects of trustworthiness: credibility, dependability, transferability, and confirmability.
In quantitative research, credibility is synonymous with internal validity and relates to the concept of truth (Lincoln & Guba, 1985) To ensure credibility, researchers employ strategies such as prolonged engagement, persistent observation, triangulation, and member checks Prolonged engagement involves asking participants a series of targeted questions that encourage them to elaborate on their ideas with examples, followed by follow-up inquiries from the interviewer Triangulation enhances qualitative research by integrating multiple approaches, while persistent observation focuses on thoroughly examining data characteristics.
During the member check stage, participants receive the transcripts of their interviews and focus group discussions for feedback This process ensures accuracy and allows participants to confirm the findings, thereby validating the examined theory.
The study's credibility was reinforced through data triangulation, utilizing various collection methods such as tests, observations, semi-structured interviews, and student diaries Additionally, ongoing classroom observations during the implementation of STAD in reading instruction highlighted key factors pertinent to the research problem, allowing the teacher to concentrate on critical details.
Transferability refers to the importance of contexts of the research Lincoln & Guba
(1985) stated that in qualitative research, the degree of the findings can be conveyed to other situations or contexts with different participants According to Bitsch
In 2005, the researcher emphasized the importance of "thick description" and purposeful sampling to enhance transferability judgments for potential users (p 85) This approach not only captures behaviors and experiences but also provides the necessary context, making the insights valuable for readers The study meticulously detailed participants' descriptions, the context, and the research design and methods, enabling readers to assess the relevance of the findings to different settings.
Transparent documentation of research steps is crucial from the project's inception to the reporting of findings Maintaining consistent records throughout the study ensures dependability, as outlined by Lincoln & Guba (1985) Researchers must regularly verify that their analysis procedures align with the approved specifications of the design Additionally, confirmability emphasizes neutrality, requiring that findings be interpreted solely based on collected data rather than the researcher's biases or desires.
This study focused on maintaining the stability of findings over time by meticulously documenting all research decisions, including sampling methods, materials used, and data management practices Additionally, it incorporated participants' perceptions and evaluations, ensuring that the findings, interpretations, and recommendations were thoroughly supported by the data collected from participants.