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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SKKN Using Extensive Reading to improve teaching reading skill for the 11th graders at Nam Dan 2 High School
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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