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Effect of Interactive Reading Activity

H00249832

Word count: 3540

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Table of Contents

Abstract ...........................................................................................................
.............................. 3
Introduction ....................................................................................................
.............................. 4
Rationale ...........................................................................................................
............................. 4
Setting and
Participants .......................................................................................................
.......... 5
Cycle
1 ........................................................................................................................
.................... 5
Cycle
2 ........................................................................................................................
.................... 6
Literature Review
.........................................................................................................................
7
Definition of Key
Terms .................................................................................................................
7
Approach of Key
Terms..................................................................................................................
.8
Best Practice in
Teaching ............................................................................................................
... 8
Conclusion .........................................................................................................
............................. 9
Research Methodology
............................................................................................................... 10

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Reflective
Journal ...............................................................................................................
.......... 10
Interview.............................................................................................................
............................10

Checklist ............................................................................................................
........................... 11
Artifacts .............................................................................................................
........................... 11
Ethical
Considerations ..................................................................................................
................ 11
Action
Taken .................................................................................................................
............... 12
Story
Box.......... ..........................................................................................................
.................. 12
Reading story by using
puppets......................................................................................................12

Reading story by making a role


play..............................................................................................13

Data Analysis and Finding


......................................................................................................... 14
Conclusion .......................................................................................................
............................ 15
Limitations of the
Research ..........................................................................................................
17
Recommendation for Future Research and
Practice...................................................................... 17

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Personal and Professional
Growth................................................................................................. 17
References ......................................................................................................
............................. 18
Appendices .....................................................................................................
............................. 19

Abstract:

This report describes a classroom-based qualitative action research on


the effect of interactive reading activity. The object of the research was
to improve student reading skill and interact them to read. The context
of the research was a primary school in Ras Al Khaimah, in UAE, and
the sample size was four students of different abilities from grade
three. The actions were taken in classroom where communicative
language activates implemented. Data were collected using multiple
tools to endorse triangulation, and these tools were reflective journals,
checklists, interview and abstract. The main finding were; make an
interactive activity during reading lessons seems to improve students
reading and self-confidence on reading and Using reading activity
develop and increase students vocabulary. I would recommend further
research in interactive reading activity because it effect on students'
development in reading as they are ESL, and to meet the visions of
connecting education to life.

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Introduction:

Reading skill is one of the important skill students need to learn


effectively to improve their English as they are English second
language(ESL). My research project focus on interaction activities during
reading lessons. The important of effective reading is to encourage
students to be able to perfection in English skills.

Rationale
If students learn how to read they will be able to communicate, speak and
be a good writer. Unfortunately, the young student does not have a good
reading comprehension, and they do not understand the English passages
which they read effectively, and this is for some reason I will mention it on
my research. Students have difficulty to read and understand lots of words
in the passage, so they will have a problem on reading if they don't have a
variety of words. The purpose of my research is to encourage students to
participate and motivate on reading to make a change and improve their
reading skill. The student will learn new vocabulary and interact in the class
among their tasks, negotiate the meaning of the words which they don't
understand. Collaboration and communication between students in peers
or in a group are important for them to learn and understand English as it is
a second language for them. Also, my topic discusses in which situation did
students interaction during reading and why most students communication

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and talk in a small group more than they do in front of the whole class and
what kind of activities those students need to make them interact more in
the class and learn new vocabulary.
In the UAE classes especially in the past when they use a traditional way to
make student interaction during reading classes by asking students to read
the passage more than once to make them practice reading correctly. Also,
they have a little group works or dissection between students. But
nowadays teacher try to use different strategies to make student
interaction in the classroom and make them collaborative together. For
example, teacher organizes her classroom and make the students set in a
group, and this will help them to collaborate and discuss if they have any
miss understanding of any words or if she wants them to discuss any point
of the lesson for few minutes and let them answer. This strategy will help a
student who doesn't like to speak in front of the class to talk to their group
to learn new vocabulary and pronounces it. Also, the teacher during the
lesson let the student discuss for the answer which she asks, and this will
help them to have a clear understanding too. Education in the UAE have a
vast improvement in the privet school also, now the government school has
to change more than before and have a clear understanding of the critical
of student interaction in a different way as they are ESL. On the other hand,
the initiative of his Highness Sheikh Mohammed for reading in 2016 is the
Reading Year; this declaration makes a dramatic change in learning reading
skill in all schools in the UAE. As a result for this, student practice reading
more and teachers applied more and different kind of activates for
students.

Setting and Participants


The Action research took place in Primary School for girls in Ras Al
Kahimah. The grade which I worked with was grade three, and I
enrolled four girls from one section in my action research. I had took
the permission from their parents, the school principle and from their
teacher to enroll them in my research. The school follow the Bridge to

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Success Curriculum and they are considered as English as Second
.Language Learners (ESL)

Cycle 1
This is a complete of action paper for cycle 1 which I had worked on
the previous semester. I had working on it in a Primary school in Ras Al
Kahimah for girls and join four girls form grade four students who are
English second language learner (ESL). My action research about the
effect of interactive activity during reading lessons.. I used different
way o collect data like, check list, MST interview questions, and
artifacts. Moreover, after I applied those data tools I see if it answering
my action research questions and I planned for the next action plan
term.

Cycle 2
On cycle two I found that I need to make some change on it, so I made
a plan for the new one. I made different kind of activity for reading
lesson to interact student to read and develop their reading skill and
it's for grade three students who I have hem this time.

The preliminary research questions I will have for my research are, How
does interactive activates develop students reading skill? And what impact
does collaborative learning have in the elementary school, and students
conflict resolution expertise and helpful have students found group
dissection to understand the meaning of the words? Also, how do read
aloud motivate students to read independently?. Looking for if the students
like to work with peers or in the group and if they didn't understand any
words in the classroom they will ask about it or not. Moreover, what is the
benefits of negotiation of meaning in the classroom and how I can apply a
new strategy to make student interaction and negotiate the significance of
the vocabulary during the lesson? Those questions and others some I

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observed it during the teaching practice which I had and some focuses I will
make some interviews, survey, and observations for grade three students
and their teacher after taking their permission.

Literature review

Reading nowadays take a huge part of learning and it is


important skills students need to learn effectively. Teacher have to
make a variety of methods to encourage students to motivate and be
existed to read. There are lots of way to fostering an enjoyment in
reading, for example, interactive activates and have the challenge to
take students out of their Zone of Proximal Development. (Vygotsky,

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1978). Improve student interaction will increase dramatically in their
interest to read and improve their reading and find what they can do
with their own or if they need help. According to Barlow, D. (2013)
social and emotional confidence almost always improves as cognitive
competence improves Barlow, D. (2013).

Definition of Key Terms

Interaction activities during reading lessons are essential to achieve an


effective reading and to encourage students to read and learn more
vocabulary to facilitate their reading comprehension as they are
English second language(ESL). Also, it is a way which students show
their attainment and feedback of the knowledge which they learn. The
teacher can promote the interest of reading by providing students with
interesting texts which they like to read it and by giving students
chance to explore, interact and experiment on what they read.

Interaction in the classroom is an action student do during the lesson


physically, cognitively or orally like talking, communicating, or
discussing during the lesson and be cooperative with their friends to
understand their task or the meaning of some vocabulary and get a
clear idea of what they thought. According to Gillies, he said that
making a discussion and cooperative groups can facilitate the
clarification of ideas and lookouts in a vocabulary quickly by helping
and check with their teacher. As I observed from my teaching practice
teacher, let the student think of the meaning of the new words with
their friends (Gillies, 2006). However Long and Porter (1985), mention
that students interaction together in a partner or a group more than
they do instead of the interaction with their teacher, and I observe that
in the classes which I have in this semester. So I use this thought in my
classes to increase the effective outcomes from student. Furthermore,
Harmer (2001) said that students working in a group or peers increase

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the number of students talking and practicing English during the
lesson. So they will get more benefits by independents learning without
teacher gridlines and have a friendly class also to avoid any anxiety
that averts some students from speaking in front of whole class, As
well they will work together in a way which they are comfortable on it,
also it creates a positive learning environment (Foster, 1997). Moving
on, There are lots of idea for motivation activates for reading classes
like, shared reading and it is an independent reading, and after
students done from reading I will give them time to share what they
know with their partner, group, class. Another motivation idea which
was successful for my reading lesson was films or video I provide
opportunities for students to explore reading material related to
appropriate movies and video. Moreover, Students are writing and
creating their story box which they like and read it also they draw
some pictures, and they decorate it as they like. After they finished it
each student will read their story box in front of her friends and talk
about what she understand from the story by being attention to the
story elements and the new vocabulary they learn. As a result of that
activity, student motivates to read, and they are excited for reading
lessons.

Approach of Key Terms

Wood (1998) mention that how the student views himself as a social
being is necessary for his motivation. Motivation and de-motivation for
learning are not manifestations of private teaching, but it must be
interactional between students and the social.

Best Practice in Teaching

To work positively with unmotivated students, I have to select the


stores which student will interact with it, show students a personal
interesting on reading stories like, acting the different emotion of the

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story and voice level are important too. I had one student who didn't
want to read at all, and I try to encourage her to read more than once
and I give her time to response to me also I try to motivate her by
rewarding to make her confidants in herself while reading.

Conclusion

Finally, teacher have to innovates a variety of activity which are


appropriate for her student level and their needs. As well she have to
improve her student ability to read in a way which she find it will be
successful for them and interact them to read, and be creative,
motivated, and personal interested for reading activates.

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Research Methodology

The main concern of my research is make student interact


during reading lesson to improve their reading skill and to give them a
chance to negotiation the meaning of what they read in groups to learn
and understand what they read. My research design is qualitative
design because I apply different qualitative way to collect data from
grade three student. I use the model for Kemmis and Taggart on my
action research. He believed that his model help teachers to plan and
achieve her goal in an easy way. I make some stage to start my
research methodology. First of all I choose the focus area of my
research . Second I prepared the activates which I need to collect data
from observing it. Then I analyze the finding of collecting data. Figure
1.

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Data collection

Data collection is a process which will help me to find an information for


my research and to find an answer of my questions. I use qualitative
design and an example which related to that category are Reflective
Journal, interview , checklist, and collect artifacts.

Reflective Journal
Reflective Journal is very helpful for me because it give me a direct
information about student and I use it when I give student reading
activity lessons. It is useful technique because I watch students when
they are working naturally without any pressure from someone.
Reflective journal is a flexible category which help me to discover
students behavior. I start to write important notes during the lesson
also I observe students while my MST is teaching them and writ daily
journal. Boyd & Fales (1983) define reflection as internally examining
and exploring issues of concern, triggered by an experience, which
creates and clarifies meaning in terms of self and which results in
changed conceptual perspective

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Interview

A qualitative research interview provide a factual and a meaning stage.


(Kvale,1996). Interviews are very useful to get the information from
their experiences. The interviewer can pursue in-depth information of
the question which are given to them it may be useful as follow-up to
certain respondents to questionnaires. (McNamara,1999). I make an
interview with my MST to get some information from her experience
with dealing with grade three students, especially in extra classes
which they have for reading.

checklist

I use checklist to observed student in a specific criteria to watch in


what way student need to develop, and to see if they have improving
on those criteria or not. When teacher find the weakness of the
students she will find a strategies for the student to help improving
their weakness.

Artifacts

Artifacts help me to prove the activates which I did so I collect photo


and video of students working on their activates.

Ethical Considerations

Before I start my action research I get the permission from the principal
to start my action research and I give her the principal of school the Ethic
letter and informed. Also I take the permission from my MST and
students parents by giving them a permission paper to read it and sign
it. Also my action research are for grade three students and I choose
group of them and instead of calling their name I named the student
A,B, C, and D this keep the privacy of student.

Action Taken

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To achieve my focus I apply different kind of interactive activity during
reading lessons. The activity which I use are story box , reading story
by using puppets, and reading story by asking student to make a role
play after they read their text. Also for each story I use flash cards for
the new vocabulary to let student learn and understand the new
vocabulary.

Story box

For this activity I ask students to chose the story which they like and
read it, Students write and create their story box which they read and
draw some pictures. Also they decorate it as they like. After they
finished it each student will read the story box she have and tell us
what she understand from the story by be attention to the story
elements and the new vocabulary they learn. I started it in week three
in the first day student choose their favorite story and they read it in
the class and think how they will create their story box. The next day
student write a summery about their story and read it in front their
friends. The third and fourth day student bring their stuff like small
box, paper, and colors and start creating their own box with some help
from teacher and their friends. In week four each student start to
present their own box in front their class. As a result for those steps
student improve reading the story which she have and writ a summary
of it then read it again for her friends.

Reading story by using puppets

This type of activity interact the students who don't want to read but it
encourage student to read in a fun way. I apply this activity on new
story in week 4. I give each student a story and one puppets and I ask
each student to read a sentence from the story by acting and using
this puppet. I notes that student interested on reading because they
like to use this kind of activity. For the next day I have new story and

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the day before it I ask student to wear a clothes or mask of their super
hero also I contact with their parents and I told them about that to
prepare student for the next reading lesson. Student came to the class
exited to read their story.

Reading story by making a role play

I apply this strategy when I see students have more confidants on


reading so I ask them to be prepare for reading and acting the story
which they will have in the next day. I chose the students and I give
them the character which they will read about it. This was on week
seven and I observe that student became more confidant and become
more flexible on reading that the third week.

Flash cards

Before we read any new story I show students a flash cards which help
them to notice how to read it and their meaning. Also it facilitate for
them reading the story and don't struggle with it. Teacher use flashcard
procedures to enhance word reading acquisition (the ability to read
words in isolation).(American Psychological Assoc.)

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Data Analysis and Finding

My focus area is the effect of interactive activities to improve student


reading. My action research question is:

1. How dose interactive activates develop students reading skill?

Finding1: make an interactive activity during reading lessons seems to


improve students reading and self-confidence on reading. Grade 3
students showed a progress in their reading and it become more better
than before. When the student joining their friends in group and make
a interact which each other they will be more confident than working
individually.

Figure 2
3 Reflective journal of student A&B
performance in week 3 7

In week three student A show that she didn't response to read at all
and didn't recognize some words. Also she don't remember the event
in the story because she didn't understand what she is reading.
However when I start with them the first activity which was the story
box I try to let her joined her friends. After applying different kind of
activity she star to involve with her friend and her reading become

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more better in week seven. Whereas student B like did like to read but
she have difficulty to understand and learn some vocabulary. She start
to improve her reading with joining the interactive reading activity and
her reading become better in week seven.( Figure 2 & 3).

Finding2: Using reading activity develop and increase students

vocabulary.

Student A in week three didn't have the variety of vocabulary which


allow her to read some words or understand them, so she didn't want
to read because she didn't want to have mistake. Student A try to
understand what going on the story which she have by watching the
pictures in it instead of reading it so she have difficulty in reading. On
the other hand I show the student a flash cards of the new vocabulary
which they will have in their story so student will learn it before they

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Figure 4: Checklist of student achievement in Figure 5: Checklist of student achievement in


start reading their story and it will facilitate reading it. Flash cards will
facilitate for students to remember to words which she read and
practice reading it again. Student B have improved too in week seven
after joining interactive activity with her friend like, story box, using
puppets help her to try and except more vocabulary. In week three she
have difficulty to remember the events of the story but while she is join
reading activity and work in group her reading start to improve. (Figure
4 & Figure 5).

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Conclusions

Interactive activity for reading improve student reading and self


confidantes on reading. Also it develop student vocabulary. The activity
which I use was very helpful for the student and it interact them to
read and enjoy reading and get the benefit from it to be a good reader.

Limitations of the Research

There are some limitations which effect my action research like, First
the time of working on the action research, because nine weeks is not
quit enough to observe the changing on student ability. Second
limitation is the small group of my student, A, B, C,D. Thirdly all my
tools which I use where qualitative data so I need to make a variety of
data to collect from the student.

Recommendation for Future Research and Practice

My recommendation for the future is to have more time working on my


action research and have more chance to collect data from the
student. Also I join more student in my action research and make
variety of data collecting tools. My recommendation for future practice
is to use different kind of activity on reading which will interact student
to reading. I recommend using flash cards before reading story will
help student to recognize the new vocabulary which they will have.

Personal and Professional Growth

The personal and professional growth which I had from working on my


action research is learning how to deal with younger student who don't

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want to participate on classes specially reading. Also I learn to create
the appropriate activity for reading which will interact student to read.
furthermore I improve my communication with school member like the
principals, teacher, and students parents I communicate with them and
ask for their experience with the students and joining school events.

References

Cazzell, S. s., Browarnik, B., Skinner, A., Skinner, C., Cihak, D., Ciancio,
D., & ... Forbes, B. (2016). Extending Research on a Computer-Based
Flashcard Reading Intervention to Postsecondary Students With
Intellectual Disabilities. School Psychology Forum, 10(2), 191-206.

Collis, J. & Hussey, R. (2003) Business Research. A Practical Guide for


Undergraduate and Graduate Students 2nd edition, Palgrave
Macmillan

http://research-methodology.net/research-methods/action-research/

Barlow, D. (2013). When kids can't read: What teachers can do-A guide
for teachers 6-12. The Education Digest, 78(8), 69-72. Retrieved

from https://search.proquest.com/docview/1324617981?
accountid=1215

Foster, P. (1997, April 1). A Classroom Perspective on the Negotiation


of Meaning. Retrieved from Oxford University Press:
http://applij.oxfordjournals.org/content/19/1/1.abstract

McCarten, J. (2007). Teaching Vocabulary. Lessons for the Classroom ,


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Nakamura, I. (2014, January 26). Formulation as evidence of
understanding in teacherstudent Talk. Retrieved from oxfordjournals:
http://eltj.oxfordjournals

Newton, J. (2001). Options for vocabulary learning through


communication tasks . Retrieved from ELT Journal:
http://eltj.oxfordjournals.org/content/55/1/30.abstract

Vygotsky, L. (1978) Mind in Society: The Development of Higher


Psychological Processes. Cambridge, MA: Harvard University Press.

Wood. D. (1998). How Children Think and Learn: The


Social Context of Cognitive Development (2nd ed.).
Oxford: Blackwell.

Zhang, Y. (2008, Septemper). Classroom Discourse


and Student Learning. Retrieved from

http://www.ccsenet.org/journal/index.php/ass/article/viewFile/1078/103
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Appendices

Sticks of the characters


and events of the story.
Each student will have 22
Studentone
wearand they will read
their One of students work of
favoritethe part of and
character the stick story box
which
read about it she have.
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Reflective Journal Reflective Journal


week 3 week 7
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Principle Inform Consent
Letter

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