SKKN Using Extensive Reading to improve teaching reading skill for the 11th graders at Nam Dan 2 High School
In recent years, English has become a language for global communication and has been considered as an effective means of access to scientific and technological development. To meet these requirements, English has been widely taught almost everywhere in Vietnam, not only at all colleges and universities, but also at almost every senior high schools, and English is seen a compulsory subject. In the process of teaching and learning English as a foreign language, reading is regarded as the most significant skill for students to gain the knowledge; Alan contends that “Reading is the most important skill a child can develop, learning to read is an important skill every child must develop to be successful in school” (2011:37). In order to develop reading skill, students have to learn strategies to enhance their vocabulary, their speed of reading, improve their motivation, attitude and proficiency. However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning reading in particular does not come up to the study aims.
Although teachers always make great effort to provide students with many opportunities to learn and develop their communicative skills, how to teach and learn reading effectively is still a big challenge to both teachers and students at many high schools. As the teachers of foreign language of a high school, we realize that students‟ reading skill is limited which affects the acquisition of their four language skills. It is not easy for teachers to motivate students to take part in the activities of reading skill comfortably in reading lessons. Most of them often feel hesitant and anxious when presenting before class. They do not pay more to their attention to their reading skill. They usually keep silent in reading lessons or they often use mother tongue instead speaking English. Moreover, it is also not enough time for students to complete all tasks in reading activities and the teacher may almost have not enough time for the lectures while students are passive through activities. The authors, therefore, carried out an extensive reading to improve the students‟ reading learning. This study aims to investigate the effects of extensive reading and their attitudes towards the extensive reading. Our teaching experience is titled: “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school. ”
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22/06/2025
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nt(2); urgent (3) and very urgent (4) Not feasible (1); less feasible (2); feasible (3) and very feasible (4) Calculate the average score according to Google form sheet and excel soft ware 3. Participant Summary of survey participants Order Participants Number 1 Teachers 24 2 students 175 ∑ 199 4. Survey results on the urgency and feasibility of the proposed measurements 4.1. The urgency of the proposed measurements Assessements the urgency of the proposed measurements Order Measures Levels of evaluation ∑ Mean Level s Very urgent urgent Less urgent Not urgent Number scores Number scores Number scores Number scores 1 - Using Extensive Reading to improve reading skill for students in English 144 576 55 165 0 0 0 0 741 3.72 1 2 Encouraging students to use Extensive Reading regularly effectively 132 528 64 192 2 4 1 1 725 3.64 5 3 - Using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary 143 572 53 159 2 4 1 1 736 3.69 2 4 - Using Extensive Reading to improve students’ reading speed 136 544 63 189 0 0 0 0 733 3.68 4 5 - Using Extensive Reading to enhance students’ positive motivation, attitude in learning English 139 556 60 180 0 0 0 0 736 3.69 2 Average 694 2776 295 885 4 8 2 2 3671 3.68 - Evaluation of the urgency of the measures: The survey results in Table 4.1 show that the groups of subjects surveyed have assessed the urgency of the measures used in the the teaching experience “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school” has a high degree of urgency, with the overall average score of all 5 measures 3.68 points. Although the survey subjects have different evaluation methods, according to the law of large numbers, it can be thought that the majority of opinions agree that all 5 proposed measures are urgency. Measurement 1 which is called “Using Extensive Reading to improve reading skill for students in English” is evaluated with the highest score (741 points, its mean score is 3.72), ranked first. Meanwhile, measure 5: "Encouraging students to use Extensive Reading regularly ” is rated as least necessary with X = 3.64, ranked fifth (5/5). The rest of the measures have average scores respectively from X = 3.68 to X = 3.69. It can be seen that the level of need for the proposed measures is relative, the distance between the mean scores is not too far apart (the difference between X max and X min is 0.03). 4.2. The feasibility of the proposed measurements Order Measures Levels of evaluation ∑ Mean Le vel s Very feasible feasible Less feasible Not feasible Number scores Number scores Number scores Number scor es 1 - Using Extensive Reading to improve reading skill for students in English 145 580 52 156 1 2 1 1 739 3.71 1 2 Encouragin g students to use Extensive Reading regularly effectively 140 560 57 171 2 4 0 0 735 3.69 3 3 - Using Extensive Reading to help students to remember 137 548 61 183 1 2 1 1 734 3.68 4 - Assessment the feasibility of the proposed measurements: The results of the feasibility survey in Table4. 2 proves that the subjects participating in the survey evaluated the feasibility of measures to improve reading skill for the 11th graders at a high schools through using Extensive Reading is relatively similar even. The mean score of all 5 measures is 3.68 points. The distance between the mean score values is zero too far apart (difference between X max and X min is 0.1). This proves that, although the survey subjects are different in terms of their working positions, the general opinions are relatively consistent. However, going into each specific measure and each specific group of assessors, there are also some differences. That difference is taking place according to the law of forward, the same increase, the same decrease. Measurement 1 and measure 5 named “Using Extensive Reading to improve reading skill for students in English” and “Using Extensive Reading to enhance students’ s positive motivation, attitude in learning English” are the measures with the highest possible level with X = 3.71 points. Measure 4: “Using Extensive Reading to improve students’ reading speed” is the measure with the lowest score with X = 3.61 points, ranked 5/5. The remaining measures are feasible with a mean score of 3.68-3.69 points. The level of feasibility assessment of the proposed solutions is shown in chart 2. vocabulary more easily or broaden sources of vocabulary 4 - Using Extensive Reading to improve students’ reading speed 128 512 68 204 0 0 3 3 719 3.61 5 5 - using Extensive Reading to enhance students’ positive motivation, attitude in learning English 142 568 57 171 0 0 0 0 739 3.71 1 Average 692 2768 295 885 4 8 5 3 3666 3.68 APPENDIX 3B: RESULTS OF SURVEY ON THE URGENCY OF STUDENTS RESULTS OF SURVEY ON THE FEASIBILITY OF STUDENTS APPENDIX 3C: SURVEY QUESTIONS ON THE URGENCY AND FEASIBILITY OF PROPOSED MEASUREMENTS ( FOR TEACHERS) A. SURVEY QUESTIONS ON THE URGENCY Question 1: How urgent is using Extensive Reading to improve reading skill for students in English? A. very urgent B. urgent C. less urgent D. not urgent Question 2: How urgent is encouraging students to use Extensive Reading regularly effectively? A. very urgent B. urgent C. less urgent D. not urgent Question 3: How urgent is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A. very urgent B. urgent C. less urgent D. not urgent Question 4: How urgent is using Extensive Reading to improve students’reading speed? A. very urgent B. urgent C. less urgent D. not urgent Question 5: How urgent is using Extensive Reading to enhance students’ s positive motivation, attitude in learning English? A. very urgent B. urgent C. less urgent D. not urgent B. SURVEY QUESTIONS ON THE FEASIBILITY Question 1: How feasible is using Extensive Reading to improve reading skill for students? A. very feasible B. feasible C. less feasible D. not feasible Question 2: How feasible is encouraging students to use Extensive Reading regularly effectively A. very feasible B. feasible C. less feasible D. not feasible Question 3: How feasible is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A. very feasible B. feasible C. less feasible D. not feasible Question 4: How feasible is using Extensive Reading to improve students’reading speed? A. very feasible B. feasible C. less feasible D. not feasible Question 5: How feasible is using Extensive Reading to enhance students’positive motivation, attitude in learning English ? A. very feasible B. feasible C. less feasible D. not feasible APPENDIX 3D: SURVEY QUESTIONS ON THE URGENCY AND FEASIBILITY OF PROPOSED MEASUREMENTS ( FOR STUDENTS) A. SURVEY QUESTIONS ON THE URGENCY Question 1: How urgent is using Extensive Reading to improve reading skill for students in English? A. very urgent B. urgent C. less urgent D. not urgent Question 2: How urgent is encouraging students to use Extensive Reading regularly effectively? A. very urgent B. urgent C. less urgent D. not urgent Question 3: How urgent is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A. very urgent B. urgent C. less urgent D. not urgent Question 4: How urgent is using Extensive Reading to improve students’reading speed? A. very urgent B. urgent C. less urgent D. not urgent Question 5: How urgent is using Extensive Reading to enhance students’ positive motivation, attitude in learning English? A. very urgent B. urgent C. less urgent D. not urgent B. SURVEY QUESTIONS ON FEASIBILITY Question 1: How feasible is using Extensive Reading to improve reading skill for students? A. very feasible B. feasible C. less feasible D. not feasible Question 2: How feasible is encouraging students to use Extensive Reading regularly effectively A. very feasible B. feasible C. less feasible D. not feasible Question 3: How feasible is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A. very feasible B. feasible C. less feasible D. not feasible Question 4: How feasible is using Extensive Reading to improve students’reading speed? A. very feasible B. feasible C. less feasible D. not feasible Question 5: How feasible is using Extensive Reading to enhance students’positive motivation, attitude in learning English ? A. very feasible B. feasible C. less feasible D. not feasible APPENDIX 4: REPORT ON EXTENSIVE READING This report is designed to reflect you reading process. Please choose at least tow favorite materials or sources to listen every week then complete the report follow. Your answer needs to be posted on the forrum of our class. Thank you for your coorperation. I. Story /fairy tale /journal/ video clip information: 1. Title: 2. Year: 3. Publisher/ Author(s): 4. Producer: (5. Characters) 6. Link: II. Usefulness for language learning 1. Age ( Who is appropriate to the reading material? ) 2. Proficiency level (Beginning/ Intermediate/ Advanced level) 3. Incidental vocabulary/ Structure learning. Please list: - three words you have never known before: .. - one structure you have never used before: 4. Tell about the most interesting thing you learned from this material and why you find it useful to suggest to your classmate: TABLE OF CONTENTS PART I: INTRODUCTION ............................................................................... 1 1. 1. Rationale of the study .................................................................................... 1 1.2. The aims of the study: .................................................................................... 1 1.3. The significance of the study: ........................................................................ 2 1.4. Methods of the study: Quasi- experimental design ........................................ 2 PART II: CONTENTS ...................................................................................... 3 2. 1.THEORETICAL BACKGROUND ............................................................ 3 2.1.1. Nature of reading ......................................................................................... 3 2.1.1.1. Definitions of reading .............................................................................. 3 2.1.1.2 . The importance of reading skill: ............................................................. 4 2.1.1.3 Model of the reading process .................................................................... 4 2.1.1.4. Types of reading ....................................................................................... 6 2.1.2 Extensive reading ......................................................................................... 7 2.1.2.1 Definitions of extensive reading ............................................................... 7 2.1.2.2 The benefits of extensive reading in foreign language learning ............... 9 2.1.2.3 Instruments used to monitor students' reading in an extensive reading activity ................................................................................................................. 12 2.1.2.4. Ten top principles for an extensive reading activity .............................. 12 2. 1.2.5. Choice of Extensive reading activities .................................................. 14 2.1.2.6. Internet Sources and Materials for Extensive Reading .......................... 16 2.2. PRACTICAL BACKGROUND ................................................................ 17 2.2.1. Setting of the study .................................................................................... 17 2.2.1.2. Difficulties from the teachers ................................................................. 18 2. 2.1.3. Difficulties from the students: ............................................................... 18 2.2.1.4. Low English proficiency ........................................................................ 18 2.2.1.5. Mixed- ability level ................................................................................ 19 2.2.1.6. Lack of motivation ................................................................................. 19 2.2.2.Methods of the study .................................................................................. 19 2. 2. 2.1. Quasi- experimental design: ................................................................. 19 2. 2.2.2. Instruments of the Research .................................................................. 20 2. 2.2.2.1. Pre-test and Post-test .......................................................................... 20 2.2.2.2.2. Questionnaire and survey .................................................................... 20 2.2.2.2.3. Learning Journal and books ................................................................ 21 2.2.2.3. 1. Analysis of the Pre Test and Post- test .............................................. 21 2.2.2.3.2.The Analysis of Questionnaire and survey .......................................... 24 2.2.2.3.3. Discussion: .......................................................................................... 35 PART III: CONCLUSION .............................................................................. 38 3.1. Summary of the study: ................................................................................. 38 3.2. Limitation of the study: ................................................................................ 38 3.3. Suggestion for further study: ........................................................................ 39 REFERENCES .................................................................................................. 40 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE Topic: “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school.” School year 2022 - 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING NAM DAN 2 HIGH SCHOOL TEACHING EXPERIENCE Topic: “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school” Author: Nguyễn Thị Mai Hương Phone number: 0834 867 784 Author: Lê Thị Hằng Phone number: 0946.755.987 Group: Foreign Language School year 2022 - 2023
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