The study has opened some directions for future research:
- This study may be applied with similar or different population in broader sample sizes.
- Similar studies can also be conducted with in longer period of time.
42
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Phan Thảo (2018), Chương trình giáo dục phổ thông mới đưa ra yêu cầu về 5 phẩm chất, 10 năng lực <http://www.sggp.org.vn/chuong-trinh-giao-duc-pho-thong- moi-dua-ra-yeu-cau-ve-5-pham-chat-10-nang-luc-458344.html> xem 28/7/2018 Hoàng Văn Vân (2011), Chương trình và sách giáo khoa môn tiếng Anh trung học phổ
thông, hệ chuẩn, Tạp chí Khoa học ĐHQGHN, Ngoại ngữ 27 (2011) 96-106 Tiếng Anh:
Allan J., Ellis, S., & Pearson, C. (2005). Literature Circles, Gender and Reading for Enjoyment. 1-29.
Bedee, S. (2010, May). The Impact of Literature Circles on Reading Motivation and Comprehension for Students in a Second Grade Classroom.
Boor, H. (2015). Modified Literature Circles as an Effective Comprehension Strategy:
A Focus on Diverse Learners. Education Masters, 1-72.
Carrison, C. (2005). From Silence to a Whisper to Active Participation: Using Literature Circles with ELL Students. 94-113.
Clare, J. (2015, March 3). The Difference in Cooperative Learing & Cooperative Learning. Retrieved from Teachers With Apps:
https://www.teacherswithapps.com/the-differences-in-cooperative-learning- cooperative-learning/
Coachpll. (2015, April 28). Group Work VS Cooperative Learning? Retrieved from
#OklaEd Instructional Coach Blog:
https://pcinstructionalcoach.wordpress.com/2015/04/28/group-work-vs- cooperative-learning/
Coccia, L. (2015). Literature Circles and Their Improvement of Comprehension.
Cohen, L., & Manion, L., (2007). Research methods in education. Routledge
Dalie, S. O. (2006). Students Becoming Real Readers: Literature Circles in High School English Classes. 84-100.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups.
Daniels, H. (2003). Literature Circles: The Way to Go and How to Get There. 1-144.
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Daniels, H. (2006). What's the next big thing with literature circles? Voices from the Middle, 13, 10-15.
Dillenbourg, P. (1999). What do you mean by cooperative learning? In P. Dillenbourg, Cooperative-learning: Cognitive and Computational Approaches (pp. 1-19).
Oxford: Elsevier.
Furr, M. (2004). Literature Circles for EFL Classroom. Proceedings of the 2003 TESOL Arabia Conference.
Jacobs, G. M. (1998). Cooperative Learning or Just Grouping Students: The Difference Makes a Difference. In Renandya, & Jacobs, Leaners and Language Learning (pp. 172-193). Singapore: SEAMEO Regional Language Centre.
Jacobs, G. M., Power, M. A., & Inn, L. W. (2002). The Teacher's Sourcebook for Cooperative Learning. Thousand Oaks: Sage Publication.
Jacobs, M. (2015). Using literature circles to increase reading comprehension and student motivation.
Johnson, D. W. & Johnson, R. T. (1994). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. London: Allyn and Bacon.
Johnson, T., & Johnson, W. (1985). Internal Dynamics of Cooperative Learning Groups. Springer. Retrieved October 2017, from
https://link.springer.com/chapter/10.1007/978-1-4899-3650-9_4
Kagan, S. & McGroarty, M. (1993). Principles of Coopertive Learning for Language and Content Gains. In Cooperative learning: A Response to Linguistics and Cultural Diversity (pp. 47-71). Washington, DC: Centre for Applies Linguistics.
Kagan, S. & Olsen, R. E. (1992). About Cooperative Learning. In C. Kessler, Cooperative Language Learning: A Teacher's Resource Book (pp. 1-30).
Englewood Cliffs, N.J.: Prentice Hall Regents.
Kagan, S. (1992). Cooperative Learning.
Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Kagan Publications.
Kemmis, S., & McTaggart, R. (1988). Participatory action research: Communicative action and the public sphere. Sage Publications Ltd.
Keramida, A., & Tsiplakides, I. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. International Education Studies, 2 (4), 39-43.
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Lin, M. (2009). Effects of Cooperative Learning on the Oral Proficiency of Chinese Students in the Tertiary-level EFL Classroom.
Linda, H. (2010). Cooperative Learning and Learners' Opportunities to Participate in English Foreign Language Class the Case of Second Year Pupils at Soumani Mehmoud Secondary School-Kherrata.
Lyman, F. T. (1992). Think-Pair-Share, Thinktrix, and Weird Facts, and Interactive System for Cooperative Thinking. In N. Davidson, & T. Worsham, Enhancing Thinking Through Cooperative Learning (pp. 169-181). New York: Teachers College Press.
Mackenzie, C., & Young, G. (2014). Implementing Technology within Universally Designed Literature Circles. Universally Designed Literature Circles, 1-33.
Matikainen, T. (2009). Implementing Cooperative Learning in Japanese EFL University Classrooms. 211-222.
Othman, H., & Murad, I. (2015). A Study on Kurdish Students’ Attitudes to Cooperative learning in the EFL Classroom. European Scientific Journal.
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Slavin, R. (1996). Research on Cooperative Learning and Achievement: What we know, what we need to know.
Slavin, R. E. (1995). Cooperative Learning Theory, Research and Practice. Needham Heights.
Thomas, A. (2014). An Action Research Study Involving Motivating Middle School Students' Learning through Online Literature Circles. Journal of Ethnographic &
Qualitative Research., 44-54.
Tsui, A. B. M. (1993). Helping teachers to conduct action research in their classrooms. New ways in teacher education, 171-174.
Wang, E. (2017). Improving Students' Oral Skills Through A Cooperative Approach to Teaching Chinese College English.
Williams, R. B. (2002). Cooperative learning: A standard for high achievement.
Corwin Press.
I APPENDIX I:
PRE-QUESTIONNAIRE FOR TEACHERS
Question 1. Which characteristics do you think belong to a traditional group or a cooperative learning group?
STT Characteristics Traditional
group
Cooperative learning
group 1 Students form groups with whoever they
want or whoever is sitting near them
2 Teachers (and students) plan group size and composition so as to maximize the potential of the groups
3 Group members sit in such a way as to see and hear one another easily, and at the same time, bother other groups as little as possible 4 Students arrange their groups as they see fit 5 Collaborative skills are explicitly taught 6 Students are assumed to know how to work
together
7 When groups finish an activity, they disband 8 Groups often stay together for more than one
activity perhaps for weeks or months and spend time discussing how they can work together better
9 Teachers attempt to build group solidarity 10 Students are assumed to feel a common
purpose with their fellow group members and to care about one another
II
11 Group members are assumed to be interested in participating and learning
12 Teachers encourage each group member to feel responsible for participating and learning 13 Teachers actively monitor groups to see if
they are learning and functioning smoothly 14 Teachers use time while students are in
groups to catch up on grading and other paperwork
Question 2. How much do you agree about the benefits of cooperative learning group activities to the students?
1 – Strongly disagree 2 – Disagree
3 – Neutral 4 – Agree
5 – Strongly agree
STT Benefits of cooperative learning group activities
1 2 3 4 5
A Develop group work skills B Increase students’ talking time
C Forster and develop interpersonal relationships and build positive friendships
D Help students use language creatively and confidently
E Enhance students’ satisfaction with the learning experience
III
F Create an environment of active, involved, exploratory learning
IV
Question 3. What difficulties have you ever encountered when applying groups activities (even with cooperative learning groups)?
...
...
...
...
...
...
...
Thank you
V APPENDIX II:
PRE-QUESTIONNAIRE FOR STUDENTS
This questionnaire is designed for my study on "Applying Literature Circle techniques to group-work activities to enhance cooperative learning in English speaking lessons at grade 10 in Luong The Vinh Upper Secondary School, Quang Ninh province." Your assistance in fulfilling the following questions is greatly appreciated. We can assure that your responses will be completely anonymous and will not be used for any other purposes. In completing the following questions, you circle for your choices. You have only one choice for each question.
Question 1. How often do your English teachers organise group work activities during speaking lessons?
A. Very often B. Often C. Rarely
Question 2. How much do you like working in groups?
A. Very much B. Neutral
C. Not very much
Question 3. How much do you talk in groups?
A. Less than 20%
B. Between 20% and 40%
C. Between 41% and 60%
D. More than 60%
Question 4. What do you prefer in a lesson?
A. Stay in the same group
B. Move around and join more than one group
Question 5. Do you think you are important in the group because you have a unique role?
A. Yes B. No
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Question 6. How much do you interact with other members and feel engaged?
A. Very much B. Neutral
C. Not very much
Question 7. Do you like joining Literature Circle groups in the next lessons?
A. Very much B. Neutral
C. Not very much
Thank you
VII APPENDIX III:
POST-QUESTIONNAIRE FOR STUDENTS
This questionnaire is designed for my study on "Applying Literature Circle technique to group-work activities to enhance cooperative learning in English speaking lessons at grade 10 in Luong The Vinh Upper Secondary School, Quang Ninh province." Your assistance in fulfilling the following questions is greatly appreciated. We can assure that your responses will be completely anonymous and will not be used for any other purposes. In completing the following questions, you circle for your choices. You have only one choice for each question.
Question 1. How much do you like working in groups?
A. Very much B. Neutral
C. Not very much
Question 2. How much do you talk in groups?
A. Less than 20%
B. Between 20% and 40%
C. Between 41% and 60%
D. More than 60%
Question 3. What do you prefer in a lesson?
A. Stay in the same group
B. Move around and join more than one group
Question 4. Do you think you are important in the group because you have a unique role?
A. Yes B. No
Question 5. How much do you interact with other members and feel engaged?
A. Very much B. Neutral
C. Not very much
VIII
Question 6. Do you like joining Literature Circle groups in the next lessons?
A. Very much B. Neutral
C. Not very much
Thank you
IX APPENDIX IV:
QUESTIONS FOR KII WITH TEACHERS
Question 1: Do you think that literature circle technique has helped remove the difficulties you often meet with when having students do group work activities? Were there more equal opportunities to speak among group members?
Question 2: Do you think the students were more interested in and enjoyed their jobs in the circle?
Question 3: Do you think the students speak more in the circles comparing to traditional groups?
Question 4: Do you think your students are more proactive and responsible for their contributions to the group? Were your students more engaged?
Question 5: Do you think your students have learnt more in these experimented lessons than the normal ones? Did they learn more from friends or the teacher?
Question 6: Do you think you were more relaxed in those lessons? Did you feel less teacher centered in those lessons?
Question 7: Do you think it takes time to prepare the lessons?
X APPENDIX V:
INSTRUCTIONS
FOR TEACHERS’ USING LITERATURE CIRCLE TECHNIQUE
1. The literature circle roles for cooperative learning in speaking lessons.
- Vocabulary Finder: Find out the words or new words related to the given topics in Vocabulary section; try to find out as many words as possible needed for the next parts of the discussions. At the first time of running literature circle, the teacher does a sample for the students. Online and paper dictionaries are allowed in this section.
- Question Maker: Make questions about the discussed topic in Question section; could base on the words in the first section of the discussion to make questions, or go onto the internet to consult. Mobile phones, laptops, tablets and other electronic devices are allowed.
- Structure Builder: Recall his/her knowledge of grammar learnt before in Structure section; build the structures to answer some hard questions from the Question Maker.
- Reporter: report the group discussions (which are normally the group interviews) for the whole class in Report section. When one group’s reporter finishes his/her speech, the other groups give comments and asks some more questions about his/her report.
In all four main sections of a full ‘circle’, the main role in each is the leader of the group, and the others are supposed to give the student who plays the main role suggestions or comments. After each section, the participants have to write down the discussed information in the given Literature Circle Role Sheet for Cooperative Learning in Speaking Lessons. Prior to coming to the Report section, there is an additional part of group interview in which the participants of every group use the questions (in Question section) to ask other members in group; the interviewees should use the suggested structures (in Structure section) and the words (in Vocabulary section) to answer the questions. The Reporter was the one who takes note the group mates’ answers in order to report for the class.
XI
2. Steps to run literature circle for cooperative learning in speaking lessons.
- Getting started with literature circle technique: Divide the class into small groups of four. In the first experimental lessons, after the teacher brings in the roles of a ‘circle’, students will have time to consider and choose the role they wish to undertake; after that, the roles of students in every group were rotated until one students had four times to undertake all four roles. It is essential for the teacher to create the open and welcome learning environment throughout the lessons. The step of getting started with literature circle model is extremely important because if the teacher does not do this step, the following steps may be led in wrong ways.
- Organizing literature circles for cooperative learning in speaking lessons:
Introduce the literature circle technique: The teacher explains about the four roles (Vocabulary Finder, Question Maker, Structure Builder, and Reporter) and their functions. Give a sample of each role’s duties by modeling or explaining orally.
Then give out the Literature Circle Role Sheets to the students and explain the way to use them.
Choose roles within a group: Students consider the task of each role and pick the one they wish to take. The Vocabulary Builder’s responsibilities is to find the words related to the topic that (s)he thinks are necessary for the next section of the
‘circle’. The duties of Question Maker are to make questions about the given topic in order to build up the format of the group interview. The Structure Builder has to find the common useful expressions to answer the questions and build some answer structures to deal with the difficult questions. Finally, the Reporter are supposed to go to the board to report the group’s interviews (the group’s products).
Work with literature circle technique: Students work with their roles to fulfill the responsibilities. Ideally, in each section of a ‘circle’, the main role person should ask the group mate questions relating to his/her role, and the other participants contribute to the discussion by answering the questions, then the main role person give suggestions about his/her part, and all the members take note after every section.
After finishing Vocabulary, Questions, and Structures sections, there is a short interview in the group, using the prompts of the previous sections to respond to the interview. The reporter has to take note carefully his/her group mates’ answers to report in front of the class. During the group discussions, the teacher acts as a facilitator to observe and offered assistance when necessary.
XII
Evaluate the group’s work: Teacher bases on her observation to give the groups grades, and the students use the given accessing form to make peer-assessment for their group mates.
- Do a final reflection: As students finished one ‘circle’ about a topic, the teacher does a final reflection to find out more about students’ experience and attitudes of working with literature circles. All the questions in the final reflection should be focused on the ways that help literature circle work better, and the suggestions of needed behaviors and characteristics when working within groups. Do a final reflection is the final step of a complete literature circle.
Notes:
In the next circles, the teacher continued to follow the above steps to organize literature circle activities for the students. But at these times, students are not allowed to choose the roles they wanted but to rotate the roles with their group mates. The circles continue until all the participants of a group has taken all four roles.
XIII APPENDIX VI:
SAMPLE LESSON PLAN TOPIC: MUSIC I. Aims:
- To help students improve their speaking skills
- To help students improve their group-work skills through Literature Circle Technique.
II. Objectives:
By the end of the lesson, students will be able to:
1. Knowledge:
- Know more about the types of music, adjectives to describe music, and some useful expressions for speaking, so that students can be able to talk about their favorite music.
2. Skills:
- Improve their speaking skills by discussing in group run upon Literature Circle Technique, and making interviews about Music topic.
3. Attitude:
- Get interested in cooperative learning which implements Literature Circle Technique.
III. Teaching aids:
- Textbooks, notebooks, pens, a board, chalk, some sheets of paper, a laptop, a projector, and speakers.
V. Procedures:
Stages (Timing) Procedure Interaction
I. Warm-up (5 ms)
- T shows pictures of the famous singers and bands on the screen (one by one) and asks Ss to find out who they are and which kind of music they own and how they feel when listening to each kind of music.
- Each Ss who gives the correct kind of music will receive gift from the teacher.
1. Folk music 2. R&B 3. Rock 4. Pop 5. Jazz
6. Classical music
- T asks Ss to guess what they are going to speak about in this lesson
T - Ss
XIV II. Pre - speaking
(4 ms)
III. While - speaking
(26 ms)
T introduces the contents of the lesson:
“Unit 12: MUSIC - Speaking”
- T lets Ss get started with the literature circle model in the lesson by bringing in some roles in a group that they are supposed to take
T: Today, we will work in groups of 4 in all activities to talk about music. Each group will be have 4 responsibilities: Vocabulary finder, Question maker, Structure builder, and Reporter.
The duties of each role:
Vocabulary finder: find the vocabulary of types of music, and adjectives to describe their favorite music
Questions maker: Make as many questions as possible to ask about Music-topic.
Structure builder: find out useful expressions to show one’s opinion, feelings, preference and reasons. Besides, build the structure to answer some hard questions from question maker.
Reporter: report the group’s discussion.
Note:
Although every group member has the separate role, the others can support and give feedbacks for each other to achieve the best result.
- T lets Ss to choose the role they prefer to undertake
1. Vocabulary. (about 6 minutes)
- T gets the vocabulary builder of each group to lead the group in this part:
The vocabulary builder will try to find out the different types of music and adjectives to describe. The other group members can give him/her some suggestions. After that, they will write down all the words on the given handout Expected answers:
Types of music Adjectives to
describe music
Pop relaxing
T - Ss
Group work
XV
R&B Enjoyable
Powerful Imaginative mournful solemn Entertaining Moving interesting Good fun Boring Exciting wonderful Jazz
Classical music Rock’n’roll R&B Folk music Electronic music Vinahouse Bolero Red music Wartime music
2. Questions (about 6 minutes)
- T gets the Question maker of each group to lead the group in this part:
The question maker will try to make as many questions to ask about the topic Music as possible (at least 10 questions). The other group members can give him/her some suggestions.
After that, they will write down all the questions on the given handout
Expected answers:
1. What kind of music do you like?
2. Why do you like it?
3. What kind of music is it?
4. When do you often listen to music?
5. How do you feel when you listen to it?
6. Who is your favorite singer/band?
7. Why do you prefer it to other kind of music?
8. How often do you listen to music?
9. Do you think music are bad or good for people? Why?
10. Have you ever fallen asleep while listening to music? Why/Why not?
3. Structures (about 7 minutes)
- T gets the Structure Builder of each group to lead the group in this part:
The Structure Builder will try to : find out useful expressions to show one’s opinion, feelings, preferences and reasons. Besides, build the structure to answer some hard questions
Group work