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Pavida Naksathit. Exploration of think-pair-share varieties of reading comprehension. Master's Degree(Teaching English as a Global Language). Burapha University. Library. : Burapha University, 2020.
Exploration of think-pair-share varieties of reading comprehension
Name: Pavida Naksathit
LCSH:
Reading comprehension
Classification :.DDC: 372.47
LCSH:
Reading
Abstract:
The purposes of this study were to: (1) explore the phenomenon in each of the
varieties in the Think-Pair-Share technique for reading comprehension, (2) propose a ThinkPair-Share model for reading comprehension, and (3) explore the students perspectives after
they were taught by using the Think-Pair-Share technique. The participants were twenty-two
learners in grade 12 selected by a purposive sampling method. This study was a classroom
action research design with a qualitative study. First, four lesson plans were conducted to teach
reading comprehension and the different patterns of the Think-Pair-Share (TPS) technique were
implemented in each lesson plan. Then the learners studied in four classes with adapted lesson
plans. The classes were observed by the teacher and each class was video recorded. These were
conducted to examine the phenomenon in each stage of the TPS technique. The learners were
asked to complete an online survey right after the class. This was used to examine the learners
perspectives toward the reading comprehension class with the TPS technique. Then the
researcher noted reflections immediately after class. The data collection was divided into four
sessions; each session was implemented with different patterns of the TPS technique.
The findings revealed that the appropriate proposed TPS model in teaching reading
comprehension was (1) answering the pre-reading questions for ten minutes; this stage
promotes the learners individual thinking process. (2) During the while-reading stage,
the learners were asked to read the text, comprehend the text, and do a task in pairs.
The appropriate pattern of dyadic pairs was independent partner. It led to high collaboration in
each pair. (3) The appropriate method of sharing was answering the post-reading question.
It was not time-consuming and the teacher could examine all the learners comprehension at the
same time. The learners had a chance to get feedback and revise their ideas too.
The learners revealed that they were happy with all the lessons they had learned.
Individual thinking activity before reading the passage was interesting. It made them want to
read the whole passage. They were happy working with their partner especially with the
independent partner dyadic because they were a harmonious team while other dyadic patterns
led to inequality in each pair. Lastly, their attempt and team harmony made them satisfied with
their work.
Burapha University. Library
Address:
CHONBURI
Email:
buulibrary@buu.ac.th
Name: Punwalai Kewara
Role:
Principal advisor
Name: Denchai Prabjandee
Role:
Co-advisor
Created:
2020
Modified:
2021-06-15
Issued:
2021-06-15
วิทยานิพนธ์/Thesis
application/pdf
CallNumber:
Th 372.47 Pa338E
eng
DegreeName: Master of Education
Level: Master's Degree
Descipline: Teaching English as a Global Language
Grantor: Burapha University
©copyrights Burapha University
RightsAccess:
ใช้เวลา
0.020324 วินาที
Pavida Naksathit
| Title | Contributor | Type |
|---|---|---|
| Exploration of think-pair-share varieties of reading comprehension
มหาวิทยาลัยบูรพา Pavida Naksathit | Punwalai Kewara Denchai Prabjandee | วิทยานิพนธ์/Thesis |
Punwalai Kewara
Denchai Prabjandee