SKKN Utilizing graphic organizers to improve reading comprehension skill for the Grade 11th students at Nghi Loc 2 High School

vered the theoris related to the 
study: theory of GO, theory about reading comprehension. In this chapter, a quick 
look through the current situation of teaching and learning English in Nghi Loc 2 
school has been taken in order to understand the matter arisen. Difficulties in 
teaching and learning English have also been investigated in this chapter. 
To gain valuable and reliable information for the study, survey questionnaires 
and observation were employed as the method of the study. The data collected 
from the two survey questionnaires and the observation in nine classes somehow 
reveal the teachers and the students’ attitude toward the use of GO in teaching and 
learning reading comprehension, the difficulties of teachers, students, and 
difficulties from syllabus, and objective factors were also mentioned. These 
problems can be well- solved if teachers apply new teaching method. In this thesis, 
the researcher has suggested some solutions for students and teachers in learning 
and teaching reading. 
Overall, getting students to motivate and to feel reading lessons interesting is 
not easy ans simple. However, doing this has become more and more important in 
language teaching. 
Graphic organizers can improve students’ reading comprehension. 
Furthermore, the classroom situation also improved fabulously. It is also found that 
the students’ attitude toward reading is improved fantastically. 
This study can be used as a reference for the teacher in improving the 
teaching quality by applying the suitable technique toward improving the students’ 
ability in reading. Besides that, a teacher can apply graphic organizers in the 
writing class. Considering the potential of graphic organizers in enhancing 
students’ skill in English, it is necessary for the teacher to learn about graphic 
organizers. 
2. Some Suggestions 
Based on the previous experiences that the researcher gained during the 
action research, the researcher could give suggestions for betterment of students’ 
reading comprehension as follows. 
26 
2.1. For English teachers 
To improve students’ reading comprehension, English teachers should: 
- Select and present material according to the students’ level and need 
- Check readability of the text that is going to be applied for teaching. 
- Encourage students to learn reading comprehension not only in the 
classroom but also outside the classroom to make them more familiar with 
different written English texts. 
- Select the appropriate graphic organizers for classroom usage. 
- Explain graphic organizers explicitly when teachers gave modeling phase. 
2.2. For the students 
To improve Students’ reading comprehension, students should: 
- Develop reading comprehension ability through forming reading habit to 
enrich students’ vocabulary mastery. 
- Use actively all vocabularies that have been learned into different skills. 
- Train a lot in reading using different genre of the texts. 
- Monitor the comprehension by generating questions and explain back 
anything that has been learned. 
- Don’t be shy to ask or consult a teacher or other related expert when having 
difficulty. 
27 
REFERENCES 
Bromley, K., Irwin-DeVitis, L. & Modlo, M. (1999). 50 graphic organizers for 
reading, writing & more: Reproducible templates, student samples, and easy 
strategies to support every learner. New York: Scholastic Professional Books. 
Irwin-DeVitis, L. and Pease, D. (1995). Using graphic organizers for learning 
and assessment in middle level classrooms. Middle School Journal, 26 (5), 57-
64. 
Langford, P. A., Rizzo, S. K., & Roth, J. M. (2003). Improving student 
comprehension in content areas through the use of reading strategies. Illinois: 
M.A. Research Project, Saint Xavier University and Skylight Professional 
Development. (ERIC Document Reproduction Service No. ED478769.) 
Chi Fan, Y. (2010). The Effect of Comprehension Strategy Instruction on EFL 
Learners’ Reading Comprehension. Asian Social Science, 6(8), 19-29. 
Griffin, C. C., & Tulbert, B. L. (1995). The Effects of Graphic Organizers on 
Students’ Comprehension and Recall of Expository Text: A review of the 
Research and Implication of Practice. Reading and Writing Quarterly: 
Overcoming Learning Difficulties, 11(1). 
Anderson, N. (1999). Exploring second language reading: issues and strategies. 
Heinle & Heinle. 53-56. 
Hoang Van Van, 2006, Eglish textbook 12, Education Publishing House. 
 APPENDICES 
Appendix 1: The pre- test 
Passage1: Read the following passages and answer the following questions: 
Contrary to popular belief, one does not have to be trained programmer to work 
online. Of course, there are plenty of jobs available for people with high-tech 
computer skills, but the growth of new media has opened up a wide range of 
Internet career opportunities requiring only a minimal level of technical expertise. 
Probably one of the most well-known online job opportunities is the job of 
webmaster. However, it is hard to define one basic job description for this 
position. The qualifications and responsibilities depend on what tasks a particular 
organization needs a webmaster to perform. 
 To specify the job description of a webmaster, one needs to identify the 
hardware and software that the website the webmaster will manage is running on. 
Different types of hardware and software require different skill sets to manage 
them. Another key factor is whether the website will be running internally (at the 
firm itself) or externally (renting shared space on the company servers). Finally, 
the responsibilities of a webmaster also depend on whether he or she will be 
working independently, or whether the firm will provide people to help. All of 
these factors need to be considered before one can create an accurate webmaster 
job description. 
 Webmaster is one type of Internet career requiring in-depth knowledge of the 
latest computer applications. However, there are also online jobs available for 
which traditional skills remain in high demand. Content jobs require excellent 
writing skills and a good sense of the web as a “new media”. 
The term “new media” is difficult to define because it encompasses a constantly 
growing set of new technologies and skills, specifically, it includes websites, 
email, Internet technology, CD-ROM, DVD, streaming audio and video, 
interactive multimedia presentations, e-books, digital music, computer 
illustration, video games, virtually reality, and computer artistry. 
 Additionally, many of today’s Internet careers are becoming paid-by-the-job 
professions. With many companies having to downsize in tough economic items, 
the outsourcing and contracting of freelance workers online has become common 
business practice. The Internet provides an infinite pool of buyers from around 
the world with whom freelancers can contract their services. An added benefit to 
such online jobs is that freelancers are able to work on projects with companies 
outside their own country of residence. 
 How much can a person make in these kinds of career? As with many 
questions related to todays evolving technology, there is no simple answer. There 
are many companies willing to pay people with technical Internet skills salaries 
 well above $70,000 a year. Generally, webmasters start at about $30,000 per 
year, but salaries can vary greatly. Freelance writers working online have been 
known to make between $40,000 and $70,000 per year. 
1. What is the best title for this passage? 
 A. The definition of “new media” B. Internet jobs 
 C. The job of Webmasters D. People with Internet skills 
2. According to the passage, which of the following is TRUE of webmasters? 
 A. They work either independently or collaboratively. 
 B. The duties they perform stay almost unchanged. 
 C. Their jobs require a minimal level of expertise 
 D. They hardly support hardware and software products. 
3. The word “identity” in paragraph 2 is closest in meaning to____________
 A. find out B. pick up on C. come across D. look into 
4. The word “them” in paragraph 2 refers to____________. 
 A. websites B. tasks C. hardware and software D. skill sets 
5. Which of the followings is NOT true about the job of the freelance 
writers? 
 A. It may involve working with foreign companies. 
 B. It is considered a “content” job. 
 C. There is a high demand for traditional skills. 
 D. It requires deep knowledge of computer applications. 
6. The word “downsize” in paragraph 5 most likely means____________. 
 A. dismiss workers B. decrease salary C. go bankrupt D. win 
new contracts 
7. It can be inferred from the passage that____________. 
 A. only well-trained workers are advised to work online. 
 B. online workers can work full-time online. 
 C. becoming a webmaster is really easy. 
 D. workers with limited computer skills cannot make good money. 
 Appendix 2: The post- test 
Passage2: Read the following passages and answer the following questions: 
 Despite widespread assumptions to the contrary, there is no prescribed 
pathway for the development of a society, no single model on which development 
strategies should be based.The Western model of development, conceived linear 
process involving largely economic factors, is often incompatible with the 
complex social, cultural and political dimensions of societies pursuing different 
goals, reflecting their own values. The ideology of development has all too often 
tended to damage the social fabric and foundations- often rooted in traditions of 
communal solidarity- of the communities that have received “development aid” 
 Just as no development strategy can be said to be culturally neutral, a 
culturally sensitive approach to development is the key to addressing the 
interlinked social, economic and environmental problems confronting the planet as 
a whole. Cultural diversity - which emphasizes the dynamic interactions between 
cultures and sensitivity to cultural contexts - thus becomes a key lever for ensuring 
sustainable, holistic development strategies. While the international community, in 
its attempts to operationalize the concept of sustainable development over the last 
two decades, has begun to acknowledge the role of culture in the development 
process, the cultural factor has yet to be fully integrated into the development 
equation. 
 The 1987 Bruntland Report of the UN Commission on Environment and 
Development (UNCED), entitled our Common Future, was seminal in its assertion 
that genuine development must be sustainable - denoting a form of growth “that 
meets the needs of the present without compromising the ability of future 
generations to meet their own needs". At the 1992 Earth Summit in Rio de Janeiro, 
sustainability was conceived in terms of the three pillars of economic viability, 
social responsiveness and respect for the environment. These pillars have since 
served as the basis for important standard-setting instruments, 
 Including the Convention on Biological Diversity (CBD) and the Nations 
Framework Convention on Climate on Climate Change (UNFCCC). The 2002 
World Summit on Sustainable Development in Johannesburg went further by 
recognizing cultural diversity as a significant cross-cutting factor in sustainable 
development. Cultural diversity must be seen as a cross-cutting (rather than as a 
separate, fourth pillar of sustainability), with an important role to play in all 
development projects, from poverty eradication and the safeguarding of 
biodiversity to resource management and climate change. 
(Source. http. //unesdoc. unesco. org) 
 1. It is stated in the first paragraph that ______ 
 A. There is no single model on which development strategies should be based 
 B. The Western model of development has nothing to do the complex societie 
 C. Complex societies are equally concerned with traditions and communal 
solidarity 
 D. The development of a society is dependent on its social, cultural and 
political dimensions 
2. The word "rooted" in the first paragraph is closest in meaning to______. 
 A. derived B. came 
 C. originated D. established 
3. Which of the following is true about cultural factor according to paragraph 2? 
 A. It has nothing to do with sustainably economic development. 
 B. It is the key to ensuring holistic development strategies. 
 C. It has not been considered with respect to development at all 
 D. It has not been fully taken into account in development programs 
4. The word "acknowledge" in paragraph 2 mostly means______. 
 A. to be aware of the significance of B. to regonize the participation of 
 C. to increase the value of D. to have understanding of 
5. The word "its" in paragraph 2 refers to ______. 
 A. development strategies B. international community’s 
 C. cultural contexts’ D. key lever’s 
6. Which of the following is true according to the passage? 
 A. It was not until 2002 that cultural diversity was fully regonized 
 B. Cultural diversity has been regonized for its significant role in sustainability 
 C. A development strategy should be always designed basing on cultural 
diversity. 
 D. Cultural diversity helps ensure the success of development strategies and 
projects. 
7. Which of the following can be inferred from the passage? 
 A. Cultural diversity has been a hindrance to sustainable development. 
 B. Cultural diversity should serve as the key dimension of sustainable 
development. 
 C. Cultural diversity sometimes gives strong foundation for sustainable 
development. 
 D. Cultural diversity serves as abroad base dimension for sustainable 
development. 
 Appendix 3 
Survey of urgency 
T No 
Solutions 
 Parameter 
 Not 
urgency 
 litle 
urgency 
 Urgency Very 
urgency 
1 1 Select the appropriate graphic 
organizers for classroom 
usage. 
2 2 Encourage students to learn 
reading comprehension not 
only in the classroom but also 
outside the classroom to make 
them more familiar with 
different written English texts. 
3 3 Clarify and organize 
information into categories 
(main idea, supporting details, 
topic sentence, facts, opinion, 
etc) 
4 4 Let students understand the 
context by associating with 
prior knowledge 
 Appendix 4 
Survey of feasibility 
 No 
Solutions 
Not 
feasible 
Little 
feasible 
Feasible Very 
feasible 
11 1 Select the appropriate graphic 
organizers for classroom usage. 
2 2 Encourage students to learn reading 
comprehension not only in the 
classroom but also outside the 
classroom to make them more 
familiar with different written 
English texts. 
3 3 Clarify and organize information 
into categories (main idea, 
supporting details, topic sentence, 
facts, opinion, etc) 
4 4 Let students understand the 
context by associating with prior 
knowledge