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Guidelines_English_Final
تحميل الدليل التدريبي

أسئلة شائعة


The Impact of Cooperative Integrated Reading and

Composition Strategy on the Jordanian Basic Stage Students'

Reading Comprehension, Writing, and Attitudes towards

English

Prepared by

Mohammad Akram Al-Zu’bi

Supervised by

Prof. Awatef Ali Sheir

Abstract

This study aimed at investigating the impact of Cooperative

Integrated Reading and Composition Strategy on the Jordanian Basic Stage

Students' reading comprehension, writing and attitudes towards English. It

attempted to answer the following questions:

1. What is the effect of Cooperative Integrated Reading and

Composition (CIRC) strategy on reading comprehension compared

with conventional method?

2. What is the effect of CIRC on writing compared with conventional

method?

3. What is the effect of CIRC on attitudes of the ninth grade students

towards English compared with conventional method?

To answer the questions of the study, the researcher prepared a

program based on the CIRC strategy for the experimental group. Forty

eight male students in the ninth grade were purposefully chosen from

Nahlah Basic School for boys in the academic year 2006/2007. The

participants of the study consisted of two assigned sections. The

experimental group was taught according to CIRC strategy; while the

control group was taught according to the conventional way. The two

groups were found equivalent upon analyzing the data in the preachievement

test.

Two instruments were used in this study, namely, the reading and

writing achievement test, and attitudes scale towards English. To establish

the validity for the test and the questionnaire, the method of content

validity was used. The test and the questionnaire were given to a jury of

eight specialists. The reliability of the test was established by test re-test

which was computed by using Pearson's Correlation Formula. The

reliability of the questionnaire was computed using Cronbach's Alpha.

Before carrying out the experiment, a pre-test for the reading

comprehension and writing was administrated. By the end of the

experiment, the researcher administered the reading comprehension and

writing test and the attitudinal scale post-tests to both groups.

Analysis of covariance (ANCOVA) was used to detect any

significant differences between the two groups on the reading

comprehension and writing. The results revealed that the achievement of

reading comprehension of the students in the experimental group

significantly improved, as well as the mean scores of writing. The attitudes

of the experimental group were higher.

On the basis of the results of the present study, the researcher

recommended that reading and writing receive due attention and that CIRC

strategy be used in teaching EFL. The study also proposed a number of

recommendations and suggestions for future research.

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