SKKN Using worksheets to develop cooperation capacity in teaching the reading lessons in English 11 at Dien Chau 4 High School

1 19 44.19 3 6.98 
2 13 30.23 10 23.26 
3 8 18.60 23 53.49 
4 3 6.98 7 16.28 
5. Work results 1 10 23.26 2 4.65 
2 19 44.19 11 25.58 
3 9 20.93 11 25.58 
4 5 11.63 9 20.93 
6. Responsibility for joint work 
results 
1 19 44.19 4 9.30 
2 12 27.91 20 46.51 
3 8 18.60 12 27.91 
4 4 9.30 7 16.28 
3.4.2.2. Criteria analysis results 
On the basis of analyzing the criteria of cooperation capacity, combined with 
the results of empirical investigation (Evaluation form of teachers and students), 
we come up with a summary table as follows: 
Analyze the results of aggregate quantification: 
Through Table 3.7, we can see that the cooperation capacity of students in 
experimental classes has increased markedly in a positive direction. Through the 
analysis of the evaluation sheets, it shows that the percentage of students achieving 
the levels of the criteria in the early experiment is mainly at level 1 and level 2, by 
the end of the experiment, the percentage of students reaching level 3 and level 4 
42 
has a significant difference. increased significantly. 
For example, in criterion 1 (Receiving tasks): in the pre-experiment period, 
only 9.3% of students achieved level 4; 11.63% reached level 3; 34.89% of 
students achieved level 2; while 44.19% only reached level 1. After the 
experiment, this figure is 46.51%, respectively, reaching level 4; 25.59% reached 
level 3; 18.6% reached level 2 and only 9.3% reached level 1 
In criterion 2 (Participating in the development of the group's activity plan): 
23.26% achieved level 1; 55.81% reached level 2; 16.28% achieved level 3 and only 
4.65% achieved level 4 at the beginning of the experiment, after the experiment the 
number of students reaching level 1 only accounted for 4.65% and the number of 
students reaching level 4 increased to 20.93%. Or as in criterion 6 (Responsibility for 
common work results) the percentage of students reaching level 1, level 2, level 3, level 
4 respectively at the beginning of the experiment is 44.19%; 27.91%; 18.60%; 9.3%, 
then at the end of the experiment 9.3%, 46.51%; 27.91% and 16.28%. 
Thus, it is possible to realize the skills of being ready to take on tasks, 
participating in the development of group activity plans, performing tasks and 
supporting and helping other members, and respecting shared decisions. progress, 
reflected in the fact that students present their ideas confidently and boldly, become 
more fluent, take the initiative to accept tasks, enthusiastically express their opinions, 
participate in the development of group activity plans. , know how to listen, respect, 
consider the opinions and views of everyone in the group, agree on ideas more 
accurately and faster, know how to synthesize and choose which ideas are correct and 
reasonable. 
Most of the team members know how to give their personal opinions and 
participate in building the group's activity plan in an active, creative way. Most of 
the group members were able to listen and analyze the opinions of other members, 
hardly any students had a too harsh attitude when exchanging or discussing, even 
when there were conflicting opinions. That proves that students have acquired 
skills of cooperation and conflict resolution. 
The effectiveness of group activities and the responsibility of individuals for 
group performance results are also increasingly improved. If at the beginning of 
the experiment, the number of unsatisfactory or unsatisfactory products still 
accounts for a relatively high proportion, and the number of members willing to 
take responsibility for the group's common product is not much, then after a while 
group activities, the results obtained at the end of the experiment were more 
positive, the number of good products according to the requirements set forth and 
on time was increased, many members knew how to protect the group's 
performance through by actively adding knowledge to the worksheets of their own 
group as well as being ready to answer questions from teachers and other groups. 
The above results demonstrate to some extent the effectiveness of 
43 
cooperative training for students through the use of study cards. 
Conclusion of chapter 3 
We conducted experimental teaching in class 11A7 (Dien Chau 4 High 
School, with a total of 43 students) through the use of worksheets in teaching 
English 11 reading lessons and assessing progress about scores through the three 
stages of experimentation, along with the training of students' creative ability 
through the first two stages of experimentation and the end of experiment. After 
conducting the experiment, we have some comments as follows: 
Evaluation of progress in the training of Co-operative Skills through 
questionnaires showed that: in the early stages of experimentation, most of the 
criteria of the Co-operative competence in children are shown at a low level (level 
1 or level 2). but by the end of experiment, the percentage of students reaching 
higher levels (3 and 4) has increased significantly. In addition, the results of 
students' knowledge acquisition shown through 3 tests corresponding to the 3 
stages of the first, middle and end of the experiment showed that they had 
markedly improved results. The average score of the tests and the total score both 
increased. The results showed that, through the use of study cards, students 
understood, remembered and deepened their knowledge through discussion, 
feedback, and mutual evaluation through group activities as well as through 
lessons. report. 
In summary, through the process of experimenting and analyzing the 
experimental results, it has proven that the use of worksheets to train students' 
cooperation capacity in teaching English 11 reading lessons proposed by the topic 
is effective and feasible, and at the same time contribute to improving the 
knowledge acquisition of students. The results have been tested, statistically and 
confirmed that the scientific hypothesis of the topic is correct. 
44 
PART III: CONCLUSIONS AND RECOMMENDATIONS 
1. CONCLUSIONS 
Contributing to perfecting the theoretical basis of using worksheets to train 
students' cooperation capacity in teaching English. Clarified the content of the 
concepts of worksheets, capacity, cooperation capacity, classification, functions 
and design steps of worksheets. 
Investigated the current situation of teaching capacity development in high 
schools, methods and measures used to teach reading lessons in English 11. 
Investigated teachers' perceptions of the training of cooperative learning, the level 
of use of teaching methods to train students' cooperation capacity as well as 
students' awareness and need to practice about cooperation capacity in the learning 
process 
Propose a process of designing a curriculum consisting of 3 steps and apply 
the process that has designed a teaching system to organize teaching English 11 
reading lessons in order to develop cooperation capacity 
Proposing the process of using worksheets to organize teaching in order to 
develop cooperation capacity and conducted pedagogical experiments to obtain 
results that are qualified to confirm the correctness of the proposed scientific 
hypothesis. 
2. RECOMMENDATIONS 
After researching the topic, we have some recommendations as follows: 
Due to the limited research time, the pedagogical experiment has not been 
conducted on a large scale, so it takes time to continue conducting experiments on 
a large scale to reach more objective conclusions. 
Within the scope of the research, we have only organized a few lessons 
using worksheets in teaching English reading comprehension passages 11. 
Therefore, we wish to continue to have additional studies on the content. Use other 
knowledge in teaching English 11 program in particular and English for high 
school in general to get more data for this research direction. 
a 
REFERENCES 
1. Ministry of Education and Training (2017). General Education Program - 
Master Program, Hanoi. 
2. Ministry of Education and Training, Training materials: Teaching and 
testing and assessing learning outcomes in the direction of student capacity 
development, Hanoi 2014 
3. Dinh Quang Bao et al (2013), Proposing the goals and standards of the 
General Education program after 2015, Proceedings of the conference on some 
issues of building the General Education program after 2015, pp. 16-37 . 
4. Nguyen Ngoc Bich (2000), Personality psychology - some theoretical 
issues, National University Publishing House, Hanoi. 
5. Ministry of Education and Training (2017), English 11, Vietnam 
Education Publishing House- Pearson Education Publishing Group, Hanoi. 
6. Pham Minh Hac (1986), "Active approach - personality and general 
theory of teaching methods". Journal of Educational Research, p. 13. 
7. Tran Ba Hoanh (2007), "Innovation of teaching methods, programs and 
textbooks, Pedagogical University Publishing House, Hanoi. 
8. Le Thi Thu Hien (2015), Evaluation of students' cooperative ability in 
teaching at high schools, Education Journal, No. 360, term 2, 6/2015 
9. Dang Thanh Hung (2002), "Modern teaching - theory, methods, 
techniques" National University Publishing House, Hanoi. 
10. Nguyen Lan (2000), Dictionary of Vietnamese words and phrases, Ho 
Chi Minh City Publishing House. 
11. Hoang Phe (Editor) (2002), Vietnamese Dictionary, Institute of 
Linguistics, Da Nang Publishing House - Dictionary Center. 
 12. Nguyen Thi Thanh (2013), Teaching towards developing cooperative 
learning skills for students at the University of Pedagogy, Doctoral Thesis in 
Educational Sciences, Thai Nguyen University. 
13.Website: 
 a 
APPENDIX 
APPENDIX 1:Survey sheets 
1. Survey on the extent to which teachers use teaching methods when 
teaching reading lessons – English 11 
2. Survey on using teaching methods for teaching reading lessons in 
English 11 
Order Teaching methods Result 
Quantity Rate % 
1. Intuition 
2. Question-exercise 
3. Schemaization 
4. Case exercise 
5. Use worksheets 
6. Other methods 
Order 
Teaching 
methods 
Usage level 
Very often 
Not often 
Sometimes 
Seldom 
Never 
Q % Q % Q % Q % Q % 
1 
Teaching by 
corner 
2 
Problem 
solving 
3 
Questions 
and Answers 
4 Project 
5 Present 
6 
Cooperative 
teaching 
 b 
 3. Survey on practicing cooperation capacity for students 
Order 
Usage levels 
Focus on training cooperation 
capacity in teaching high school 
students 
Quantity % 
1 Very necessary 
2 Necessary 
3 Unnecessary 
4 Wondering 
 c 
APPENDIX 2: Quantity Tests 
*Test number 1: (15 minutes) 
Answer the questions: 
Question 1: Where do the conflicts come from? 
Question 2: Do you think that parents should listen to and understand thoroughly 
the desires of their children? Give examples. 
Question 3: What do you think of the opinion that children are always right? 
Instructions for dots and marks 
I. Factors need ensuring: 
1. Fluency and Coherence 
• Speed: speak slowly and fluently 
• Length answers: relative length, ensure full content 
• Coherence: answer the center of the question correctly, expand and develop 
answers by adding examples or explanations to clarify the idea. Specially, the 
ideas are linked by suitable matching words or phrases, making it easy for the 
listener to understand. 
2. Lexical Resource 
• Vocabulary: diverse and accurate, contextual, semantic. 
3. Grammatical Range and Accuracy 
• Sentences with complex clauses, with no errors in tense and basic grammar 
4. Pronunciation 
Correct, clear and understandable pronunciation 
This includes: 
• Pronounce the vowel and consonant sounds of words correctly 
• Press the correct stress. 
• Have intonation, meaning that not speak evenly, but have an appropriate 
intonation and rhythm. 
• Do not speak too quickly or too slowly and note to cut off the voice in the right 
place. 
II. Marks: 
- Question 1: 3 points 
 d 
- Question 2: 3 points 
- Question 3: 4 points 
*Test number 2: (15 minutes) 
Answer the questions: 
Question 1: How do you manage your time effectively? 
Question 2: What are the benefits of having good time-management skills? 
Question 3: Do you think that it is good for childrento be independent early? 
Why? 
Instructions for dots and marks 
I. Factors need ensuring: 
1. Fluency and Coherence 
• Speed: speak slowly and fluently 
• Length answers: relative length, ensure full content 
• Coherence: answer the center of the question correctly, expand and develop 
answers by adding examples or explanations to clarify the idea. Specially, the 
ideas are linked by suitable matching words or phrases, making it easy for the 
listener to understand. 
2. Lexical Resource 
• Vocabulary: diverse and accurate, contextual, semantic. 
3. Grammatical Range and Accuracy 
• Sentences with complex clauses, with no errors in tense and basic grammar 
4. Pronunciation 
Correct, clear and understandable pronunciation 
This includes: 
• Pronounce the vowel and consonant sounds of words correctly 
• Press the correct stress. 
• Have intonation, meaning that not speak evenly, but have an appropriate 
intonation and rhythm. 
• Do not speak too quickly or too slowly and note to cut off the voice in the right 
place. 
 e 
II. Marks: 
- Question 1: 3 points 
- Question 2: 3 points 
- Question 3: 4 points 
*Test number 3: (15 minutes) 
Answer the questions: 
Question 1: How big is ASEAN? 
Question 2: What are the advantages of being part of ASEAN? 
Question 3: Do you think that ASEAN organises many projects and activities? 
Give examples. 
Instructions for dots and marks 
I. Factors need ensuring: 
1. Fluency and Coherence 
• Speed: speak slowly and fluently 
• Length answers: relative length, ensure full content 
• Coherence: answer the center of the question correctly, expand and develop 
answers by adding examples or explanations to clarify the idea. Specially, the 
ideas are linked by suitable matching words or phrases, making it easy for the 
listener to understand. 
2. Lexical Resource 
• Vocabulary: diverse and accurate, contextual, semantic. 
3. Grammatical Range and Accuracy 
• Sentences with complex clauses, with no errors in tense and basic grammar 
4. Pronunciation 
Correct, clear and understandable pronunciation 
This includes: 
• Pronounce the vowel and consonant sounds of words correctly 
• Press the correct stress. 
• Have intonation, meaning that not speak evenly, but have an appropriate 
intonation and rhythm. 
 f 
• Do not speak too quickly or too slowly and note to cut off the voice in the right 
place. 
II. Marks: 
- Question 1: 3 points 
- Question 2: 3 points 
- Question 3: 4 points 
 g 
APPENDIX 3 
Some photos of group activities of students in experimental class 
 h