Luận văn thạc sĩ Phương pháp giảng dạy tiếng Anh: Interactive group in extensive reading to improve students'' reading skills at a lower secondary school in Ninh Binh: an action research project

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES INTERACTIVE GROUP IN EXTENSIVE READING TO IMPROVE STUDENTS' READING SK

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

VU THI DUNG

đọc của hoc sinh tại một trường Trung học cơ sở ở Ninh Bình: Một nghiên cứu

hành động)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 8140231.01

Hanoi — 2024

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

INTERACTIVE GROUP IN EXTENSIVE READING TO IMPROVE STUDENTS' READING SKILLS AT A LOWER

SECONDARY SCHOOL IN NINH BINH: AN ACTION

RESEARCH PROJECT

đọc của học sinh tại một trường Trung học cơ sở ở Ninh Bình: Một nghiên cứu

hành động)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 8140231.01

Supervisor: Assoc Prof Dr Vo Dai Quang

Hanoi — 2024

I herewith declare that I wrote this thesis titled “Interactive Group inExtensive Reading To Improve Students' Reading Skills at A Lower SecondarySchool in Ninh Binh: An Action Research Project” (Sử dụng nhóm tương tac

trong hoạt động doc mở rộng dé nâng cao kỹ năng doc của học sinh tại một

trường Trung học cơ sở ở Ninh Binh: Một nghiên cứu hành động) submitted inpartial fulfillment of the requirements for the Degree of Master of Arts at theFaculty of Postgraduate Studies, University of Languages and International Studies,

Vietnam National University, Hanoi on my own and did not use any unnamed

sources or aid Thus, to the best of my knowledge and belief, this thesis contains nomaterial previously published or written by another person except where source

indications are properly provided as required

Hanoi, 2024

Approved bySUPERVISOR(Signature and full name)

My thesis would not have been completed without the assistance andencouragement of many people to whom I am grateful First and foremost, Iespecially would like to express my deepest thanks to my supervisor, Assoc Prof,PhD Dr Vo Dai Quang for his invaluable assistance and insights leading to thewriting of this study

In addition, I wish to express my gratitude to all of my lecturers in Vietnam

National University, Hanoi, Postgraduate Department for their wonderful lectures,

which serve as the foundation and guidance for me in this study

Furthermore, I wish to express my gratitude to the Management and teachersof a local lower secondary school for their approval, encouragement and usefulrecommendations during the research process My special thanks are delivered to allthe students of a local lower secondary school for their participation and supportduring the research process

Last but not least, I am deeply grateful to my family whose understandingand love strongly support me through the fulfillment of the study

1

Extensive reading skills are beneficiary to students in foreign languageacquisition; hence, it is critical that learning and teaching techniques should beadopted for the improvement of students’ extensive reading and overall readingskills The present study endeavored to investigate the effects of using interactivegroup in extensive reading activities on students’ reading skills and their perceptiontowards the use of interactive group In order to obtain the research objectives, theresearcher performed an action research with two cycles that integrated interactivegroup in extensive reading lessons as the intervention in eight weeks 72 Grade 8

students of a local lower secondary school were selected as the research participantsthrough purposive sampling The researcher used three research instruments,including tests, questionnaire, and interviews for collecting quantitative andqualitative data The analysis of data revealed the following research findings,including 1) Significant improvements in students’ reading skills as the effects ofusing interactive group in extensive reading that was reflected by an increase ofwriting test scores of Grade 8 students; and 2) Students’ positive perceptionstowards the use of interactive group in extensive reading to promote students’reading skills because of its benefits of reading performance, reading environment,reading autonomy, confidence and so forth Based on research findings, the researchproposed some implications for the effective use of interactive group in extensivereading to promote students’ reading skills.

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TABLE OF CONTENTS

DECLARATION c < Ăn Họ họ vợ i

ACKNOWLEDGEMENITS «c5 <2 000070 fi

ABSTRACT ccssscssssscsscscscscsscccssescescssssescsssescssssescsssccssssscscssescscsssosssssscesssscessessencssses iii

LIST OF TABLES «5 «Ăn Họ c1 g8 vi

LIST OF FIGURES «5< «Ăn Họ te vii

CHAPTER 1: INTRODUCTION - <5 «<< «<5 1v ưng 1

1.1 Rationale to the S{UY ss- - cs «<5 55.0 ọọ Họ 0 1 0 1

1.2 Aim and objectives Of the SEUY s2 2000006666669 998 5

1.2.1 Aim Of the StUỦY a s22 «5555550801000 001.1000148 00 00100120 5

1.2.2 Objectives Of the StUAY o «s52 «s00 0 lọ Họ 01 5

2.1.3 Collaborative ÏearnIng «ss «sa 22666999959 88880 0 16

2.1.4 Interactive ØTOUD ‹ o «s5 5 «5 «sọ v.v v.v 0 19

3.4 Samples and sampling DTOC€dUT€S -: - - - << x5 1 999 9v mm veeeeeeeeeeeeee 31

3.5 Data collection 1TSETUIN€TIES - 7 «52c <5 2 <5 5599556894584 1150011 Đ 04.50800070 32

3.5.1 Pre- and DOSẨ-ECSES so s«« « s ss s s9 000.0000.000 ọ 0001) 33

3.5.2 QU€SLIOTTIT€ 22225 2 5 50909 nọ 0 0 34

3.5.3 Semi-structured InCTVICWS - cc c0 nọ vọt 80 00 35

3.6 Data collection and anaÏS1S ‹s - -< s «s55 s1 555565 1.0 0 ng 36

3.6.1 Data collection procedure s2 co s «555 5 15506 00v v.v vớ 36

4.1.1 Impacts of interactive group on students’ extensive reading skIlÌS - - 42

4.1.2 Students’ perceptions towards the use of interactive group to promote students’

extensive reading SIÌÌS << << << « 9 55 5599001 46

0o co hố ẽ 50

4.2.2 Discussions of students’ perceptions towards the use of interactive group to promote

students’ extensive reading skills in the questionnaire and interview - <«s=<<<«s 51

LIST OF TABLES

Table 3.1 Intervention DỈAT aas- ca << 5555555689100 0300010 0014.000 0800104 29

Table 4.1 Score Caf€ØOTIZAfÏOH az cá << 55 105880 011000800106 42

Table 4.2 Test-scores of Grade 8 Student -.«s «s52 <5 1115515855151 1111955 1 eerree 43

Table 4.3 Paired samples test of Grade 8 students’ test SCOT©S -ssss s22 555555 46

Table 4.4 Students’ perceptions towards the use of interactive group to promote students’

EXtensive reading SKIÏÌS o««s sa «s5 959 0.9 1 09.98 00016 47

vi

LIST OF FIGURES

Figure 3.1 Stages of action research

Figure 4.1 Changes in Grade 8 participants’ proficiency of extensive reading skills

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CHAPTER 1: INTRODUCTION

1.1 Rationale to the study

Reading, according to Pongsatornpipat (2021), is as important as othercommunicative skills; yet, reading practice is unlikely to be learners’ first choice ofpractice Dickinson (2017) also affirms that reading is one of the most importantabilities a person should learn and master since it is an input-enabling activity thatallows readers to capture information and enhance academic knowledge A widerange of second/foreign language (L2) studies (Cain, 2010; Dickinson, 2017;

Moreillon, 2019; Yamashita, 2018), confirm that reading is not only important for

English as a Second Language (ESL) or English as a Foreign Language (EFL)

learners' comprehension and information acquisition purposes, but also for students'

language competency improvement Gayo et al (2014) contend that readingprovides ESL/EFL learners with vocabulary and grammatical enrichment as well asbackground knowledge for the development of other language abilities such aswriting and speaking As a result, reading ability is strongly linked to the totalgrowth of language competence in ESL/EFL learners However, students frequentlystruggle with reading because they do not understand the meaning of the phrases or

words in the reading texts This is one of the reasons why students become to be

hesitant readers (Cahyono & Widiati, 2006) Furthermore, when studying students'reading challenges, the researchers conclude that students require more time tocomprehend the content presented by the teachers in class (Day & Bamford, 2004;Richards & Schmidt, 2010) Sometimes the time allotted in class is insufficient for

students to fully absorb the reading texts According to Ruzin (2019), studentsreading a book or text in the classroom frequently have limited time, which causesstudents to struggle to understand what they read, such as the information from thetext As a result, teachers must develop appropriate teaching pedagogies and methodsto increase students’ motivation and interest in reading There are numerous teachingapproaches for teaching reading, one of which is extensive reading

According to Harmer (2002), in foreign language learning, intensive readingand extensive reading represent two valuable strategies that cater to differentaspects of language acquisition Referring to the former, Grellet (2010) states thatintensive reading involves a meticulous examination of a text, emphasizing a deepunderstanding of language structures and nuances Learners engaging in intensivereading often dissect sentences, analyze vocabulary, and explore grammaticalintricacies (Krashen, 2004) This approach is particularly beneficial for honingspecific language skills and comprehension abilities In the context of foreignlanguage learning, intensive reading allows students to grasp the finer details of thelanguage, enabling them to build a solid foundation in grammar, syntax, andvocabulary Teachers may implement intensive reading by selecting challengingtexts and guiding students through focused exercises that emphasize linguisticanalysis (Grellet, 2010).

Conversely, according to Renandya (2007), extensive reading encourageslearners to cover a broad range of materials, prioritizing overall comprehensionrather than intricate analysis This method promotes reading for pleasure and aimsto develop reading fluency through exposure to diverse language patterns Inforeign language learning, extensive reading provides students with the opportunityto immerse themselves in the language, reinforcing vocabulary and enhancing

overall linguistic intuition The Extensive Reading Foundation (2011) suggests that

teachers can implement extensive reading by offering a variety of reading materials atdifferent proficiency levels, encouraging students to choose texts aligned with theirinterests This approach nurtures a love for reading in the target language, fostering amore natural and enjoyable language learning experience (Liao & Wang, 2020)

Referring to extensive reading, Ruzin (2019) affirms that it is a powerful tool

in promoting and enhancing students' reading skills Unlike intensive reading,which focuses on in-depth analysis, extensive reading encourages learners toengage with a large volume of material at a more comfortable pace This approachplays a pivotal role in developing reading skills by fostering fluency,

comprehension, and a genuine love for reading According to (Day & Bamford,2004), one of the primary benefits of extensive reading is its contribution tofluency As students immerse themselves in a variety of texts, they graduallybecome more adept at processing information swiftly and naturally The continuousexposure to different language structures, vocabulary, and contexts helps learnersbuild reading stamina and increases the speed at which they can comprehend

written material This fluency is a key component of effective reading, enablingstudents to tackle more complex texts with greater ease

Moreover, it is stated by Fakhruldeen (2021) that extensive readingcultivates a genuine interest and enthusiasm for reading When students have thefreedom to choose materials that align with their interests, they are more likely todevelop a positive attitude towards reading This intrinsic motivation becomes adriving force behind their engagement with texts, prompting them to explore a widearray of genres and topics voluntarily As a result, students are not only improvingtheir reading skills but also fostering a lifelong habit of reading for pleasure (Meng,2009; Alzu'bi, 2014)

While intensive reading is commonly used in the classroom to improvestudents’ reading skill, extensive reading is used as a supplement to intensivereading (Grabe, 2010; Liao & Wang, 2020) Recent research indicates thatextensive reading enhances language learners' exposure to real reading materials,hence contributing to the growth of vocabulary gains, reading comprehension, and

competency (Alzu'bi, 2014; Fakhruldeen, 2021) Despite the necessity of extensive

reading, ESL/EFL students have failed to improve their extensive reading skills.English teachers have used a variety of learning and teaching strategies to developstudents' comprehensive reading skills; among these methods, interactive groups asa type of collaborative learning are regarded as one of the most effective(Fakhruldeen, 2021; Liao & Wang, 2020; Pongsatornpipat, 2021)

According to Jacobs and Shan (2015), collaborative learning is a learningtechnique in which students work in small groups with their peers to complete a

task or achieve a learning goal According to Feri and Erlinda (2014), collaborative

learning creates a learning environment in which all students participate in tasks,

work and interact with other group members, and learn from others Furthermore,collaborative learning is more than just the intersection of similar goals; in nature,goals are attained through sharing knowledge, learning, and developing agreement(Macias et al., 2018) Among the various modes of collaborative learning,interactive groups have been shown to be one of the most effective Interactivegroups in foreign language learning provide a dynamic and engaging approach tocollaborative learning The incorporation of interactive groups in languageclassrooms fosters a sense of community and encourages students to activelyparticipate in the learning process (Vercellotti, 2018) Shi and Han (2019) affirmthat through group activities, students have the opportunity to interact with theirpeers, share ideas, and collectively problem-solve, which enhances their language

acquisition skills

Referring to the use of interactive groups in reading instruction,Pongsatornpipat (2021) states that interactive groups offer a dynamic and engagingapproach to teaching reading skills, fostering an environment where studentsactively participate and collaborate These groups create a platform for students toshare their thoughts, ideas, and interpretations of the text, enhancing theircomprehension and critical thinking abilities By discussing the material in a groupsetting, students can gain diverse perspectives and insights, broadening theirunderstanding of the text and its nuances Furthermore, interactive groups provideopportunities for peer-to-peer learning As students interact with their peers, theynot only refine their reading skills but also develop communication and social skills.This collaborative learning approach encourages a sense of community within theclassroom, creating a supportive atmosphere where students feel comfortableexpressing their opinions and asking questions (Ediger, 2001; Fakhruldeen, 2021;Harmer, 2002; Jaisook, 2015) The benefits of interactive groups raise the need toinvestigate the integration of interactive groups in reading instructions

The preliminary investigation at a local lower secondary school suggests that

students' extensive reading skill is low as a result of time restrictions and anoveremphasis on intensive reading activities in the classrooms, leading to a lowlevel of reading skills Furthermore, students regard reading as a tedious learningactivity, which leads to a lack of enthusiasm and interest in reading tasks Toaddress these issues, the researcher conducted an action research project in eightweeks with Grade 8 students at a local lower secondary school, using interactivegroups in extensive reading as a form of collaborative learning as the treatment, tomake reading activities more encouraging and appealing, contributing to the

students’ improvement in overall reading skill The current study was conducted to

examine the effects of using interactive groups in extensive reading on students’improvement in reading skills and their perceptions of the usage of interactive in

1.2.2 Objectives of the study

For the achievement of research aim, the current study attempted to:1) Examine the effects of using interactive group in extensive reading onlower secondary school students’ reading skills

2) Explore lower secondary school students’ perception towards the use of interactive group in extensive reading to promote students’ reading skills

3) Propose the suggestions for effectively using interactive group inextensive reading to improve lower secondary school students’ reading skills

These objectives can be elaborated into the following research questions:1.3 Research questions

In order to obtain research aim and objectives, the researcher attempted to

answer the following research questions:

1) To what extent does the use of interactive group in extensive readingimprove lower secondary school students’ reading skills?

2) What are lower secondary school students’ perception towards the use of interactive group in extensive reading to promote students’ reading skills?

1.4 Scope of the study

The current study was performed in the premise of a local lower secondaryschool, in Ninh Binh in the second semester of 2022-2023 An action research wasconduct in eight weeks with the use of interactive group learning in reading lessons

Furthermore, Grade 8 students were selected as research participants Although

there are many aspects concerning the use of interactive group in extensive readingto promote students’ overall reading skills, the current study only focused on twoaspects, including the degree of impacts of interactive group in extensive reading on

students’ reading skills and students’ perception.1.5 A summary of methodology

The present study was performed as an eight-action research in which the useof interactive group in extensive reading was implemented as the intervention Theparticipants were 72 Grade 8 students of a local lower secondary school in NinhBinh who were selected through purposive sampling Data collection involved theuse of three instruments including tests, questionnaire, and interviews to collectboth quantitative and qualitative data Accordingly, data were analyzed per datacollection instrument and research question Specifically, while test-scores of pre-and post-tests were processed with the highest and lowest scores, along with theaverage scores, and t-tests, data gathered from the questionnaire were presented indescriptive statistics Finally, content analysis was utilized as the analysis techniqueof qualitative data collected from interview

1.6 Theoretical and practical significance of the research

Theoretical significance of the study lies in its potential contribution to theacademic discourse on language education It adds to the existing body oftheoretical knowledge by exploring innovative strategies and methodologies forenhancing extensive reading skills, which is particularly relevant in the context oflower secondary education in Ninh Binh The study may shed light on theoreticalframeworks and models that prove effective in fostering collaborative learning

extensive reading It could contribute to the understanding of the cognitive andlinguistic processes involved in extensive reading and offer insights into theapplication of pedagogical theories in real classroom settings This theoreticalfoundation not only advances the field of language education but also provides abasis for future research and curriculum development.

On the practical front, the study's significance lies in its potential to informand improve teaching practices in lower secondary schools in Ninh Binh Byframing the research as an "Action Research Project," the study emphasizes apractical, hands-on approach to addressing the identified issue The outcomes of theresearch may provide actionable insights and strategies that teachers can implementin their classrooms to enhance students’ extensive reading skills and overall readingskill In summary, the study holds both theoretical and practical significance.Theoretically, it contributes to the broader academic discourse on languageeducation, while practically, it offers tangible insights and strategies for educatorsto enhance students’ extensive reading skills in real-world classroom settings

1.7 Structure of the thesis

The organization of the study follows a systematic structure designed to

provide clarity and coherence to the research findings The study is divided into fivechapters, each serving a specific purpose in contributing to the overallunderstanding and implementation of strategies to enhance extensive reading skills

Chapter 1 — Introduction sets the stage by presenting the background,rationale, and objectives of the research It outlines the significance of the study,establishes the context of lower secondary education in Ninh Binh, and introducesthe action research approach as the methodology employed

Following the introduction, Chapter 2- Literature review delves into the

literature review This chapter critically reviews existing scholarly works,theoretical frameworks, and empirical studies related to extensive reading skills andlanguage education It synthesizes the relevant literature to provide a theoreticalfoundation for the research, identifying gaps and areas where the study aims tocontribute new insights

Chapter 3 - Methodology outlines the research design, participants, datacollection methods, and analysis procedures employed in the action researchproject It elucidates the rationale behind the chosen methodology, ensuringtransparency and reproducibility in the research process The inclusion of an actionresearch framework underscores the study's practical orientation and its aim to bringabout positive changes in the classroom.

Chapter 4 - Data Analysis and Findings presents the findings of the actionresearch, detailing the outcomes of implementing specific strategies to improvestudents’ extensive reading skills It includes both quantitative and qualitative data,providing a comprehensive understanding of the impact of the interventions Visualaids such as charts or graphs are incorporated to enhance the clarity of the results

Finally, Chapter 5 - Conclusion concludes with a summary of key findings,their practical implications, and a reflection on the overall contribution of the researchto the field Recommendations for educators, policymakers, and future researchersmay be provided, emphasizing the actionable insights derived from the study

CHAPTER 2: LITERATURE REVIEW AND

THEORETICAL BACKGROUND

This chapter provides a theoretical background for the current study throughcritical review of existing related literature In the first section of the chapter,theoretical foundations concerning reading, extensive reading, collaborativelearning, and the use of interactive groups as a form of collaborative learning toimprove EFL students’ reading skills are critically analyzed In the second section,

related previous studies are examined to address the literature gaps that will befulfilled in the current study

2.1 Theoretical background2.1.1 Reading skills

Reading skills are defined by Bernhardt (2011) as receptive language skillsthat involve the ability to use and interact with written language to comprehend andpresent the meaning of texts Grabe (2010) defines reading skills as the ability oflanguage learners to comprehend written texts by efficiently extracting thenecessary information from them

Reading abilities expose EFL students to the target language and cruciallinguistic information, thereby enhancing their language proficiency (Erten & Razi2009) The essence of reading is the extraction of meaning from written text.During the reading process, readers combine information from the text with theirprior knowledge to interpret additional meaning (Dronjic & Park, 2019) Therefore,the reader, the text, reading skills, and reading fluency are all essential componentsof the process of extracting meaning from printed material

Readability is the capacity of the reader to reconstruct the encoded messageof the writer Goodman (1971) describes reconstruction behavior as a cyclicalprocess involving sampling, prediction, testing, and confirmation of the message.To achieve this, readers must learn not only how to read and comprehend a text's

grammatical structures, but also how to comprehend the information it contains.According to Souhila (2014), reading is the process of actively comprehendingwritten and graphic text It focuses specifically on how readers can communicatemeaning through written symbols and incorporate them into their mental processes.According to Harmer (2002), reading is a mechanical process in which the eyesreceive data and the brain decodes the data received by the eyes The ability to think

critically while reading and comprehending a text is also required for complete

comprehension of its contents (Soto et al., 2019) Understanding is a crucialcomponent of reading activities because, in essence, comprehension can aid in thedevelopment of reading skills and the attainment of specific goals Therefore,reading ability could be defined as the capacity to comprehend the material of areading passage The purpose of reading is to gain comprehension, not to read

quickly (Shin et al., 2019) Reading comprehension requires connecting what has

been read to the reader's prior knowledge and beliefs about this information until itis fully understood (Mokhtari & Sheorey, 2002)

In addition, Lindholm and Tengberg (2019) argue that if students are able to

acquire strong reading skills, they will not only be able to achieve high academicsuccess, but also read effectively for their future professional careers It is difficultfor language learners with poor reading skills to read and comprehend the meaningsof the written texts they encounter, to respond to the texts' topics, to connect whatthey read to prior knowledge, and to extract the text's main ideas (Barber & Klauda,2020; Dewitz & Graves, 2021) Additionally, Kim et al (2018) confirmed thatreading abilities can be taught Teaching reading skills requires the use of activitiesand methods that enable students to read actively and effectively and to employreading strategies for text comprehension

It is impossible to determine which of the aforementioned definitions ofreading is superior because each takes a unique, more focused approach to the

subject, but there is a strong correlation between reading and comprehension Ness(2019) argues that reading comprehension is a complex interaction between

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instinctive and strategic cognitive processes that enables the reader to form an

internal image of the text According to the findings of the study, it is essential to be

able to extract information from text precisely and efficiently Several factorsinfluence the reading process, including the text, the reader's prior knowledge, andthe context in which the text is to be understood (or not) Reading is a difficult skillto master because it requires not only the ability to read, but also comprehensionand interpretation of the information presented In terms of reading comprehension,the reader must not only comprehend and comprehend the text's contents, but alsoanalyze or evaluate the text and relate it to his or her own experiences and prior

knowledge (Surtantini, 2019) Additionally, reading comprehension has its own set

of objectives that must be met The objective of reading comprehension is toachieve complete understanding of logical arguments, sequences or textual patterns,symbolic patterns, emotional overtones, and language strategies used to achievegoals Consequently, the purpose of reading comprehension encompasses a broadrange of activities, and it is evident that reading comprehension is required if we are

to learn about and comprehend the extremely complex problem we are reading

Therefore, it is crucial for language teachers to comprehend the nature ofreading in order to assist students in reading effectively It is believed that the

classroom pedagogies, including reading strategic techniques, are one of the rootcauses for the struggle of students, particularly EFL students, to achieve goodreading skills (Van Hek et al., 2019)

2.1.2 Types of reading2.1.2.1 Intensive reading

According to Stanovich (1986), intensive reading, characterized by itsfocused and meticulous examination of a text, is a fundamental component ofreading instruction that plays a crucial role in language development In this

approach, learners delve deeply into a text, scrutinizing details, decipheringcomplex vocabulary, and analyzing the intricacies of language usage (Simpson &Randall, 2020) Unlike extensive reading, which emphasizes broad understanding,

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intensive reading is essential for honing specific skills and fostering a profound

comprehension of texts

In the realm of reading instruction, intensive reading serves as a targetedstrategy to enhance various aspects of language proficiency Educators oftenintegrate intensive reading activities into their curriculum to provide students withthe tools to decode and interpret complex texts This method is particularly effectivein academic settings, where students are required to engage with intricate subjectmatter and glean detailed information from a variety of sources (Brown, 2007)

Susser (2010) affirms that one of the primary benefits of intensive reading

lies in its role in vocabulary acquisition Through the close examination of words

within a specific context, learners not only grasp the meaning of individual termsbut also understand how these words function in sentences and contribute to overallcomprehension This targeted vocabulary development is instrumental in building

language competence, enabling students to express themselves more precisely and

comprehend specialized texts Furthermore, intensive reading fosters criticalthinking skills (Nation, 2009) As students meticulously analyze a text, they developthe ability to evaluate information, make connections between ideas, and drawinformed conclusions This cultivation of critical thinking is valuable not only inlanguage learning but also in preparing students for analytical tasks across variousacademic disciplines While intensive reading provides numerous advantages, it isessential to balance it with other reading strategies to offer a comprehensiveapproach to language education (Nuttal, 1996) Some learners may find intensivereading more challenging or less engaging than other methods, emphasizing the

importance of accommodating diverse learning styles within the curriculum

Summing up, intensive reading is a powerful tool in reading instruction,

offering targeted benefits such as vocabulary enrichment and the development ofcritical thinking skills Its inclusion in language education programs contributes to awell-rounded approach, equipping students with the proficiency to navigatecomplex texts and engage meaningfully with academic content across disciplines

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2.1.2.2 Extensive reading

Extensive reading is a reading approach characterized by its emphasis onreading large amounts of material for overall comprehension, pleasure, and fluency.Unlike intensive reading, which involves a detailed analysis of a text, extensivereading encourages readers to engage with a broad range of texts at a faster pace,aiming to develop a general understanding of the content (Nuttall, 2005; Grab &Stroller, 2001) Proctor and Ehrenstein (1995) state that this approach is oftenassociated with recreational reading and is particularly beneficial for language

learners

According to Day and Bamford (2004), the primary objective of extensivereading is to enhance language proficiency and fluency By exposing readers to awide variety of texts, extensive reading helps improve vocabulary, comprehension,and overall language skills The focus is on understanding the meaning of the textas a whole rather than dwelling on every detail This approach contributes to thedevelopment of automaticity in reading, where learners can read more effortlesslyand comprehend the main ideas without getting bogged down by individual words.Moreover, extensive reading aims to cultivate a positive attitude towards reading.By offering a diverse selection of enjoyable and interesting texts, this approachseeks to foster a love for reading and create a habit of lifelong learning The joy andsatisfaction derived from understanding and enjoying a story or informationcontribute to a positive reading experience, motivating readers to continueexploring texts independently (Ng et al., 2019) According to Clark and Rumbold(2006), in educational settings, the objective of extensive reading aligns withcreating independent and proficient readers The goal is not only to improvelanguage skills but also to instill a sense of confidence and autonomy in readers,enabling them to navigate a variety of texts with ease Ultimately, extensive readingserves as a valuable tool in language education, promoting both linguisticdevelopment and a genuine appreciation for the written word

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Adopting extensive reading in educational settings involves implementingstrategies that encourage students to read widely and independently (Krashen, 2004).Harmer (2002) explains that one key aspect is providing a diverse selection ofreading materials, including books, articles, and other texts that cater to variousinterests and proficiency levels Offering a range of genres and topics ensures that

students can choose readings that resonate with their individual preferences, fosteringa sense of autonomy and engagement in the reading process (Macalister, 2015)

Furthermore, Stoller (2015) also argues that creating a conduciveenvironment for extensive reading is crucial Establishing dedicated reading time inthe classroom or incorporating it into homework assignments allows students toallocate time for independent reading Teachers can also introduce readingchallenges or book clubs to cultivate a sense of community and shared reading

experiences among students Additionally, integrating technology, such as e-books

or audiobooks, can provide students with more options and flexibility in accessingreading materials

The benefits of adopting extensive reading are manifold Firstly, itcontributes significantly to vocabulary expansion and language acquisition (Clark &Rumbold 2006; Ng et al., 2019) Exposure to a variety of words and sentencestructures in context enhances language skills organically Additionally, extensivereading promotes improved reading fluency, as students develop the ability to readsmoothly and comprehend content at a quicker pace Furthermore, extensivereading nurtures a positive attitude towards reading By allowing students to choosetexts based on their interests, it instills a sense of enjoyment and satisfaction in thereading experience This positive association with reading not only enhancesmotivation but also fosters a lifelong love for learning (Day & Bamford, 2004).Moreover, extensive reading has been linked to improved overall academicperformance Students who engage in regular independent reading tend to developstronger critical thinking skills, analytical abilities, and a deeper understanding ofvarious subjects This holistic approach to learning extends beyond language skills

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and contributes to well-rounded academic development (Richards & Schmidt, 2010;Grabe & Stoller, 2001; Suk, 2017; Jaisook, 2015).

Overall, adopting extensive reading involves creating an environment thatpromotes independent reading and provides students with the freedom to explore adiverse range of texts The benefits encompass not only linguistic development butalso positive attitudes towards reading, enhanced fluency, and broader academic

proficiency, making it a valuable and enriching component of language education

Day and Bamford (2004) introduce ten principles of extensive readingserving as a comprehensive guide to implementing and maximizing the benefits ofthis approach in language education The first principle emphasizes the importanceof a large amount of reading It suggests that learners should have access to a widevariety of texts and ample time for reading to develop language skills effectively

This principle underscores the idea that exposure to a substantial volume of text is

crucial for language acquisition and proficiency The second principle advocates fora wide variety of reading materials Offering diverse genres, topics, and difficultylevels caters to the varied interests and proficiency levels of learners This ensuresthat extensive reading remains engaging and relevant, accommodating the diversepreferences of students and promoting a positive attitude towards reading The third

principle focuses on reading for meaning It emphasizes comprehension as theprimary goal of extensive reading Encouraging learners to prioritize understanding

the overall meaning of the text over meticulous word-by-word analysis fosters anatural and enjoyable reading experience This approach aligns with the idea thatcomprehension is a key driver of language acquisition The fourth principlehighlights the importance of reading at the right level Choosing materials that areneither too easy nor too difficult ensures that learners can comprehend the contentwhile still being challenged This principle aligns with the concept of providing anoptimal level of difficulty to promote both fluency and vocabulary development.Principle five encourages the development of a variety of reading skills Beyondcomprehension, learners should also focus on developing skills such as predicting,

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skimming, and scanning These skills contribute to a more holistic and versatile setof reading abilities, enhancing overall reading proficiency The sixth principleunderscores the role of teacher support While extensive reading promotesindependent learning, teachers play a crucial role in guiding and supporting studentsin their reading journey Providing guidance on book selection, monitoringprogress, and offering encouragement fosters a supportive learning environment.

Principle seven emphasizes the importance of developing a reading habit

Cultivating a regular reading routine contributes to the establishment of a lifelonglove for reading Encouraging students to make reading a habit promotes continuouslanguage development beyond the classroom Principle eight advocates for aninformal and relaxed reading environment Creating a low-pressure atmosphereencourages students to enjoy the process of reading without the stress of formal

assessments This approach contributes to a positive reading experience and

enhances motivation The ninth principle focuses on the integration of assessmentwith teaching Assessments should align with the goals of extensive reading,

emphasizing comprehension and progress rather than focusing solely on accuracy

This principle ensures that assessments contribute to the overall improvement ofreading skills Finally, the tenth principle stresses the need for cooperation and

collaboration Creating a supportive reading community where students share theirreading experiences, recommend books to each other, and collaborate on readingprojects enhances the social aspect of reading and fosters a sense of sharedenthusiasm for language learning In conclusion, Day and Bamford's ten principlesof extensive reading provide a comprehensive framework for effective implementation.These principles not only guide educators in structuring extensive reading programsbut also underscore the holistic benefits of this approach, from language acquisitionand comprehension to the development of a lifelong love for reading

2.1.3 Collaborative learning

Collaborative learning, a pedagogical approach that emphasizes group workand shared problem-solving, has garnered significant attention for its potential to

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enhance educational outcomes (Bruffee, 2018) In the realm of English as a ForeignLanguage (EFL) and English as a Second Language (ESL) instruction, collaborativelearning proves to be a valuable strategy for language acquisition and overalllanguage proficiency (Flowerdew 2018; Chen & Hird, 2019).

August (2008) explains that in EFL and ESL contexts, collaborative learningprovides a platform for students to engage in authentic language use Workingtogether on tasks and projects requires communication, negotiation of meaning, andthe application of language skills in real-life situations This dynamic interactionhelps learners develop their language abilities in a context that mirrors thecommunicative demands they may encounter in everyday life (Freeman, 2008)

Furthermore, the collaborative learning approach is particularly effective infostering a supportive language-learning environment Students working togethercreate a sense of community and mutual support, reducing the anxiety that oftenaccompanies language learning This positive social atmosphere encourages learnersto take risks in using the language, contributing to increased confidence and a morepositive attitude towards language acquisition (Murray, 2012; Schmid, 2009)

Moreover, Good and Brophy (2017) explain that collaborative learningaligns with the principles of communicative language teaching, emphasizing theimportance of language as a tool for communication rather than a set of isolatedskills Through collaborative activities, students are not only exposed to a variety oflanguage input but also actively engage in meaningful output, refining their

speaking, listening, and even writing skills in the process

Particularly, Smith and MacGregor (2012) indicate that collaborative

learning can be implemented through various strategies such as group projects,discussions, peer teaching, and cooperative learning tasks These activities can betailored to suit different language proficiency levels, ensuring that learners areappropriately challenged while still benefiting from the collaborative process

However, it's crucial to recognize that effective implementation ofcollaborative learning requires thoughtful planning and guidance from instructors.Clear objectives, well-structured tasks, and defined roles within groups contribute to

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successful collaborative learning experiences (Murray, 2012; Chen & Hird, 2019;

Smith & MacGregor, 2012) Additionally, instructors should be attuned to the

diverse learning styles and cultural backgrounds of their students to create inclusiveand equitable group dynamics

Accordingly, Smith and MacGregor (2012) show that collaborative learningis grounded in several key principles that shape its effectiveness as an educationalstrategy One fundamental principle is the promotion of active engagement amonglearners In collaborative learning settings, students are actively involved in thelearning process through group discussions, problem-solving activities, and shared

projects This active participation not only enhances understanding but also

encourages a deeper level of cognitive processing (Freeman, 2008) Another crucialprinciple is the fostering of social interaction Collaborative learning recognizes theimportance of social engagement in the learning process Interactions among peerscontribute to the construction of knowledge as students share perspectives,challenge ideas, and collectively navigate through learning tasks This socialdimension not only supports cognitive development but also enhances

communication and interpersonal skills (Murray, 2012) Moreover, Schmid (2009)

reveals that the principle of shared responsibility is inherent in collaborativelearning Each member of the group is accountable for their contributions to thecollective learning experience This shared responsibility not only promotes a senseof ownership over the learning process but also cultivates a collaborative mindsetwhere individuals recognize the impact of their efforts on the overall success of the

group Equally significant is the principle of positive interdependence (Good &

Brophy, 2017) Collaborative learning structures are designed to create situationswhere the success of one individual is linked to the success of the entire group Thisinterdependence fosters a collaborative spirit, encouraging learners to support andrely on each other It reinforces the notion that collective efforts yield greateroutcomes than individual endeavors Equally important, Chen and Hird (2019)affirm that the principle of individual accountability complements positive

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interdependence by emphasizing that each student is responsible for their ownlearning and contributions to the group Assessing individual understanding andparticipation ensures that all members are actively engaged in the learning process,preventing the free-rider phenomenon and promoting a fair distribution of workloadwithin the collaborative setting Moreover, collaborative learning principlesprioritize the development of essential life skills Communication, teamwork, and

problem-solving abilities are honed through collaborative activities (Golub, 2008)

Learners not only acquire subject-specific knowledge but also cultivate transferableskills that are valuable in academic, professional, and personal contexts Finally,Smith and MacGregor (2012) argue that instructors play a pivotal role in thesuccess of collaborative learning by embodying the principle of facilitation Ratherthan dictating knowledge, instructors act as guides, encouraging inquiry, providingsupport, and facilitating discussions This facilitative role helps create a learner-centered environment where students take an active role in constructing theirunderstanding

In sum, collaborative learning holds immense potential in EFL and ESLcontexts, offering a dynamic and interactive approach to language acquisition Theemphasis on authentic communication, positive social interaction, and activelanguage use aligns with the goals of language education, making collaborativelearning a valuable strategy for fostering linguistic competence and a positivelanguage-learning experience

2.1.4 Interactive group

According to Bossche et al (2011), interactive groups, as a pedagogicalapproach, bring a dynamic and engaging dimension to the learning experienceacross various disciplines The strength of interactive groups lies in their ability tofoster collaboration and active participation among learners Through groupdiscussions, collaborative projects, and interactive activities, students areencouraged to share ideas, perspectives, and knowledge, creating a vibrant learningcommunity This collaborative environment not only enhances the understanding of

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the subject matter but also cultivates valuable interpersonal skills, such ascommunication, teamwork, and problem-solving (Kuo et al., 2017; Oxford, 1997).

Interactive groups, when implemented in English as a Second Language

(ESL) and English as a Foreign Language (EFL) contexts, offer a dynamic andparticipatory approach to language learning (Johnson et al., 2008; Millis, 2010;Slavin, 2017) Millis (2010) explains that one key advantage of interactive groups inlanguage education is the promotion of authentic communication Throughdiscussions, collaborative projects, and interactive activities, students engage inmeaningful language use, simulating real-life communication scenarios This notonly enhances linguistic competence but also fosters the development of pragmaticlanguage skills necessary for effective communication in diverse contexts

Furthermore, interactive groups contribute to the creation of a supportivelanguage-learning community (Steven et al., 1991) The social nature of interactivegroup activities establishes a collaborative environment where learners feelencouraged to express themselves without the fear of judgment This sense ofcommunity helps alleviate language anxiety, a common barrier in languageacquisition, and promotes a positive attitude towards learning

Also, Johnson et al (2008) also affirm that the interactive nature of groupactivities also addresses the principles of active engagement and participation In

ESL and EFL classrooms, where language acquisition is the primary goal, students

benefit from hands-on experiences that require them to actively apply languageskills Interactive groups provide opportunities for students to practice speaking,listening, and even writing in a context that mirrors authentic language use, leadingto enhanced proficiency (Slavin, 2017)

Additionally, interactive groups cater to diverse learning styles andpreferences (Lems et al., 2010; Scrivener, 2005) In a collaborative setting, studentscan leverage their individual strengths and contribute to the group's collectiveunderstanding Visual, auditory, and kinesthetic learners can all find ways to engagewith the material, promoting a more inclusive learning experience (Kirchhoff, 2015)

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The use of interactive groups in ESL and EFL contexts also aligns withcommunicative language teaching methodologies (Karaman & Orhanzen, 2016;Parsons, 2017; Vercellotti, 2018) By placing an emphasis on communication as theprimary goal of language learning, interactive groups provide a platform forlearners to negotiate meaning, share ideas, and collaboratively solve language-related challenges.

However, successful implementation of interactive groups requiresthoughtful planning and consideration of factors such as group size, composition,and task relevance (Shi & Han, 2019; Chen et al., 2014; Ediger, 2001) Shi and Han(2019) suggest that instructors play a crucial role in facilitating group dynamics,ensuring that activities are well-designed to meet language learning objectives andthat all students have opportunities to actively participate

In sum, interactive groups offer a valuable and versatile approach to ESL andEFL instruction Through authentic communication, community building, activeengagement, and consideration of diverse learning styles, interactive groupscontribute to a holistic language learning experience When skillfully integrated intolanguage education, interactive groups become a powerful tool for fosteringlanguage proficiency and cultivating a positive and collaborative learning

environment

2.2 Previous studies

Although extensive reading and interactive group are perceived as themethods that benefit students’ reading competence, there are only some studiesexploring the effects of using interactive group to promote EFL learners’ extensivereading skills Specifically, Khairunissa et al.'s (2019) study investigating theimpact of a collaborative learning approach on students' reading comprehension atthe primary school level presents a methodologically robust exploration of thesubject By employing a pre-test to classify participants into two classes, the

researchers implemented a well-structured intervention involving the collaborative

reading of four texts The results, as indicated by the considerably higher ratings for

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collaborative reading compared to individual reading, suggest a positive correlationbetween collaborative learning and enhanced reading comprehension The study

further delves into the intricacies of collaborative reading through in-depthinterviews with randomly selected students and the transcription of taped groupinteractions The identified stages of collaborative reading, including brainstorming,paraphrasing, and summarizing, provide valuable insights into the mechanisms

through which collaborative learning influences reading comprehension

Khairunissa et al.'s (2019) comprehensive methodology and detailed findingscontribute significantly to the understanding of the efficacy of collaborative

learning in fostering reading skills at the primary school level

Accordingly, Fakhruldeen's (2021) study provides a comprehensiveexploration of the pivotal role of reading as a fundamental language skill, essentialfor the acquisition of knowledge The research aims to investigate howcollaborative techniques can be leveraged to promote reading ability, enhancelanguage learning processes, and provide both learners and teachers with effectivecollaborative learning strategies Employing a descriptive-analytical approach, thestudy gathered insights from 50 secondary school English language teachersthrough a questionnaire, utilizing the SPSS program for data analysis The findingsunderscore the significance of strengthening reading skills for effective interaction

in English as a Foreign Language (EFL) students Moreover, the study highlights

the positive correlation between collaborative learning and the improvement of EFLlearners' reading skills It emphasizes the role of collaborative work in advancingstudents’ comprehension of text coherence and clarity, asserting that skills honedthrough extensive and focused reading contribute to a more _ profoundunderstanding Fakhruldeen's (2021) research not only sheds light on the benefits ofcollaborative learning in EFL contexts but also provides valuable insights foreducators aiming to enhance reading proficiency through collaborative techniques

Furthermore, Pongsatornpipat's (2021) research is a noteworthy exploration

into the efficacy of utilizing interactive groups in extensive reading to enhance the

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reading ability of Thai undergraduate students The study delves into the realm ofextensive reading (ER), often known as reading for pleasure or wide reading, andassesses its conjunction with interactive groups The aim is to investigate the impacton Thai undergraduate students' reading ability and their perceptions of readingdevelopment, including self-directed growth The 10-week, mixed-methods studyinvolving 30 Thai university students reveals a significant increase in readingscores, suggesting a positive influence of interactive group-based extensive reading.The quantitative analysis, supported by the t-test results (t (29) = -6.3, p =.000),demonstrates a notable improvement from pre-test to post-test scores.

Complementing these findings, qualitative interview analysis reveals that

participants maintained a positive attitude toward the enhancement of both theirreading skills and self-directed abilities through the incorporation of interactive

group reading Pongsatornpipat's research provides valuable insights into the

potential of interactive groups in fostering overall reading skills and promotingextensive reading among undergraduate students, underscoring the importance ofcollaborative and interactive approaches in language education

In the Vietnamese context, Nguyen and Pham (2019) delved into theeffectiveness of employing interactive group activities as a method of enhancingextensive reading skills among Grade 11 students in Vietnam The researchemployed an action research approach, allowing for the implementation ofinteractive group activities within the classroom setting 60 Grade students wereselected to participate in the study The intervention involved structuring interactivegroup sessions where students engaged in collaborative reading tasks, discussions,and comprehension activities Pre- and post-intervention assessments wereconducted to measure changes in students’ extensive reading skills The findings ofthe study indicated a significant improvement in students' extensive reading skillsfollowing the implementation of interactive group activities Through collaborativeengagement and peer interaction, students demonstrated enhanced comprehension,vocabulary acquisition, and reading fluency Moreover, participants reported

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increased motivation and enjoyment in reading, contributing to a positive learningenvironment within the classroom.

To sum up, the investigation into previous studies reveals the positiveimpacts of collaborative learning on students’ reading skills; however, hardly anystudies specify in interactive group as a format of collaborative learning and itsimpacts Particularly, there is no study performed in the Vietnamese EFL context.Therefore, the current study is conducted to fill these literature gaps

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CHAPTER 3: RESEARCH METHODOLOGY

Chapter 3 outlines the methodology employed to investigate the effectivenessof interactive group in extensive reading to enhance reading skills among lowersecondary school students in Ninh Binh This chapter delineates the researchmethod, which encompasses an action research approach, emphasizing the dynamicand participatory nature of the study A detailed account of samples and samplingprocedures is presented, outlining how participants were selected to ensurerepresentativeness and relevance to the research objectives The chapter alsoexpounds on the data collection instruments, incorporating pre- and post-tests,questionnaires, and semi-structured interviews, to gather comprehensive insights

into the students’ reading proficiency and their perceptions of the intervention.Finally, considerations of reliability and validity and ethics are addressed to ensurethe rigor and credibility of the research findings

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depth exploration of both quantitative and qualitative dimensions By combiningquantitative measures, such as pre- and post-tests and questionnaire, with qualitative

insights obtained through semi-structured interviews, the research can capture a

holistic picture of the students’ reading proficiency and their perceptions of theintervention (Berman, 2017; Creswell & Clark, 2011)

The quantitative component, represented by pre- and post-tests andquestionnaire, provides a measurable baseline and a means to quantify the impact ofthe action research intervention on students' reading skills This numerical dataoffers statistical evidence of any improvements and contributes to the overall rigorof the study (Fetters et al., 2013) On the other hand, the qualitative aspect,including semi-structured interviews, delves into the subjective experiences andperceptions of the participants This qualitative data allows for a deeper exploration

of the students’ attitudes, motivations, and challenges related to interactive group inextensive reading, providing valuable insights that quantitative measures alone maynot capture (Onwuegbuzie et al., 2010) In other words, while test scores collectedfrom pre-test and post-test provided valuable insights of the changes in students’ extensive reading proficiency, mean values obtained from students’ responses to thequestions reflects the students’ experiences and perceptions of using interactive

groups in learning extensive reading skills Additionally, qualitative data

concerning the students’ experiences and opinions were collected from theinterview to clarify data collected from the questionnaire

The integration of both qualitative and quantitative methods is particularlyapt for an action research project, where the aim is not only to measure outcomesbut also to understand the underlying processes and contextual factors influencingthe effectiveness of the intervention (Morse, 2016) The exploratory mixed methodsapproach aligns with the iterative and reflective nature of action research, allowingfor ongoing adjustments based on emerging insights and a more nuancedunderstanding of the complex dynamics at play in the lower secondary school in

Ninh Binh This methodological choice reflects a commitment to a holistic and

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contextually rich exploration of the intervention's impact on studenfs' extensivereading skills (Edwards, 2010).

3.3 Research design

To measure the effects of using interactive group in extensive reading onstudents’ reading skills, action research was employed by the researcher, guided bythe well-established framework proposed by Kemmis and McTaggart (2018).According to Winter (2007), action research is a participatory and cyclicmethodology that engages practitioners and researchers collaboratively inaddressing practical challenges within a specific context The framework consists offour iterative stages: Plan, Act, Observe, and Reflect (P-A-O-R), providing astructured approach to implement interventions, gather data, and refine strategiesthrough continuous reflection (Burns, 2009, Kemmis & McTaggart, 2018) In thecurrent study, action research was performed in two cycles with four stages as inFigure 3.1 Specifically, in the Plan stage, educators and researchers collaborativelyidentify the challenge or area for improvement related to students’ reading skills.This involves setting specific goals and designing a detailed action plan for theimplementation of interactive groups as an intervention This initial planning phaselays the groundwork for subsequent actions and interventions

The Act stage is the implementation phase where the designed intervention,in this case, the use of interactive groups, is put into practice Educators activelyengage students in interactive group activities, fostering collaborative readingexperiences This stage is characterized by hands-on involvement with theintervention to observe its real-time impact on students' extensive reading skills

Within the Act stage, in the textbook curriculum, several fundamentalreading skills were taught to students through interactive group activities, fosteringa dynamic and collaborative learning environment conducive to extensive readingdevelopment One prominent skill emphasized within the textbook framework was

vocabulary expansion Through interactive group discussions and word games,

students were encouraged to explore and internalize new vocabulary encountered in

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their reading materials Group activities such as vocabulary scavenger hunts orword association games provided opportunities for students to actively engage with

and reinforce their understanding of unfamiliar words, thereby enhancing their

vocabulary acquisition skills

Comprehension strategies constituted another key focus area in the textbookcurriculum, which was effectively reinforced through interactive group activitiesduring extensive reading sessions Students engaged in group discussions and peer-led comprehension tasks, wherein they analyzed and interpreted the content of thereading materials collaboratively By exchanging insights, asking questions, and

sharing interpretations within their groups, students not only deepened their

comprehension skills but also cultivated a sense of shared understanding andperspective on the texts they encountered

Furthermore, the interactive group approach facilitated the development ofcritical thinking skills within the context of extensive reading Through structuredgroup activities such as debate sessions or literary analysis discussions, studentswere challenged to evaluate the texts critically, identify underlying themes, andconstruct evidence-based arguments By engaging in reasoned dialogue andconsidering diverse viewpoints within their groups, students honed their ability toanalyze, evaluate, and synthesize information—a critical skill set that extendsbeyond the realm of reading into various academic and real-world contexts

Moreover, the interactive group activities within extensive reading sessions

not only reinforced individual reading fluency but also fostered a sense of

camaraderie and support among peers Students participated in shared readingexercises, reading aloud passages from their chosen materials and providingconstructive feedback to one another This collaborative approach not onlybolstered students' confidence in their reading abilities but also encouraged them totake risks and explore more challenging texts with the encouragement and guidanceof their peers Overall, the integration of interactive group activities withinextensive reading sessions proved instrumental in cultivating a holistic approach to

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reading instruction, nurturing not only the acquisition of specific reading skills butalso fostering a sense of community and engagement among students within the

learning environment Within this stage, the intervention with the use of interactive

group in extensive reading was performed during 8 weeks in two cycles Theintervention plan is shown in the following table:

Table 3.1 Intervention plan

Week Cycle Activities and Tasks Materials/Resources

1 1 e Introduce intervention to | ° Presentation materials

students ° Handouts e Explain importance of |*® Grouping strategy

extensive reading ¢ Grade-appropriate

e Form interactive reading books/articles

groups

e Select initial reading

materialse Performing the pre-test

e Reading corner/area setup

e Group discussion guidee Role assignment guide2 1 e Conduct first group

reading sessione Facilitate discussions and

reflections

e Assign reading _ roles

within groups

3 1 © Monitor and assess |° Progress tracking tools

individual progress ° Feedback forms ;

e Provide feedback and|°* Additional books/articles

guidance to groups

e Introduce supplementary

reading materials

e Rotation schedule

4 1 e Rotate group members for

diversity e Feedback from Week 3

e Review and adjust reading | ° Assessment tools

materialse Conduct a post-test

e Reflection sessione Group discussion guide

e Revised action plan

5 2 e Conduct mid-intervention

review

e Discuss challenges and

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