BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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ISO 9001 :2015
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGÔN NGỮ ANH
Sinh viên:
Đặng Thị Trang Anh
Giảng viên hướng dẫn: TS Trần Thị Ngọc Liên
HẢI PHÒNG – 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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HOW TO IMPROVE READING SKILLS FOR STUDENTS AT
AN DUONG HIGH SCHOOL
KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY
Ngành: Ngôn Ngữ Anh
Sinh viên:
Đặng Thị Trang Anh
Lớp:
NA1804
Giảng viên hướng dẫn:
TS Trần Thị Ngọc Liên
HAI PHONG – 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
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NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP
Sinh viên: Đặng Thị Trang Anh
Mã SV: 1412751122
Lớp: NA1804
Ngành: Ngôn ngữ Anh
Tên đề tài: How to improve reading skills for students at An Duong high
school.
NHIỆM VỤ ĐỀ TÀI
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
(về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
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1. Các số liệu cần thiết để thiết kế, tính toán.
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2. Địa điểm thực tập tốt nghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Người hướng dẫn thứ nhất:
Họ và tên: Trần Thị Ngọc Liên
Học hàm, học vị: Tiến sĩ
Cơ quan công tác: Trường Đại học Dân lập Hải Phòng
Nội dung hướng dẫn: How to improve reading skills for students at An Duong
high school.
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày… tháng … năm 2019
Yêu cầu phải hoàn thành xong trước ngày… tháng… năm 2019
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên
Người hướng dẫn
Đặng Thị Trang Anh
Trần Thị Ngọc Liên
Hải Phòng, ngày … tháng … năm …
Hiệu trưởng
GS.TS.NGƯT Trần Hữu Nghị
QC20-B19
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên:
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Đơn vị công tác: …………………………………………………………………………………….
Họ và tên sinh viên:
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Chuyên ngành: …………………………
Nội dung hướng dẫn: ……………………………………………………………………………..
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1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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2. Đánh giá chất lượng đồ án/ khóa luận (so với nội dung yêu cầu đã đề ra
trong nhiệm vụ Đ.T.T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm ……
Giảng viên hướng dẫn
(Ký và ghi rõ họ tên)
QC20-B19
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc
PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên:
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Đơn vị công tác: ………………………………………………………………………………………..
Họ và tên sinh viên: ………………………………. Chuyên ngành: ………………………..
Đề tài tốt nghiệp: ………………………………………………………………………………………
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viên chấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn
Hải Phòng, ngày … tháng … năm …
Giảng viên chấm phản biện
(Ký và ghi rõ họ tên)
i
ACKNOWLEDGEMENTS
During the process of doing this study, I have received useful help from my
teachers, my friends and my family.
First of all, I wish to acknowledge my deep gratitude to my supervisor, Mrs.
Tran Thi Ngoc Lien, Ph.D who has help me much in choosing the title of this
study and critical feedback throughout the research, without which my research
could not been completed.
My sincere thanks are also sent to all the teachers of English department at
Haiphong Private University for their lectures in which the knowledge has help
me accomplish this task.
I would like to express my heartfelt thanks to my students in class12A6 and
English teachers at An Duong high school for their participation and assistance
without which this study could not have been successful.
Last but not least, I am really in debt to my family and my friends for their all
useful help and great encouragement during the time I has done this paper.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS
…………………………………………………………………… vii
TABLE OF CONTENTS
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LIST OF ABBREVIATIONS
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LIST OF TABLES …………………………………………………………………………………. v
LIST OF CHARTS………………………………………………………………………………… vi
CHAPTER 1: INTRODUCTION
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1.1 Rationale for the study …………………………………………………………………… 1
1.2 Aims of the study
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1.3 Scope of the study
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1.4 Method of the study ……………………………………………………………………….. 2
1.5 Design of the study …………………………………………………………………………. 2
CHAPTER 2: LITERATURE REVIEW
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2.1 The nature of reading comprehension …………………………………………….. 4
2.1.1: What is reading? ……………………………………………………………………….. 4
2.1.2: Type of reading
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2.1.2: Definition of reading comprehension …………………………………………… 6
2.2: Reading strategies
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2.3: Challenges to reading comprehension ……………………………………………. 8
2.4: Reading Comprehension at high school ……………………………………….. 11
CHAPTER 3: METHODOLOGY
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3.1: Descriptions of the participants……………………………………………………. 12
3.1.1: The background of ADHS ………………………………………………………… 12
3.1.2 The students …………………………………………………………………………….. 12
3.2: Data collection instruments …………………………………………………………. 12
3.2.1 Tests ……………………………………………………………………………………….. 12
3.2.2 Questionnaires
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3.3: Data collection procedures
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CHAPTER 4: FINDINGS AND DISCUSSION ……………………………………… 14
4.1. Findings from test ……………………………………………………………………….. 14
4.1.1. Pre-test results
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4.1.2. Post-test results ……………………………………………………………………….. 15
4.2 Questionnaire results ……………………………………………………………………. 17
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4.3. Summary
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CHAPTER 5: CONCLUSION AND SUGGESTION …………………………….. 23
5.1. Conclusion
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5.2. Suggestion …………………………………………………………………………………… 23
REFERENCE ………………………………………………………………………………………. 25
APPENDIX 1 ……………………………………………………………………………………….. 27
APPENDIX 2 ……………………………………………………………………………………….. 32
APPENDIX 3 ……………………………………………………………………………………….. 38
APPENDIX 4 ……………………………………………………………………………………….. 39
APPENDIX 5 ……………………………………………………………………………………….. 41
APPENDIX 6 ……………………………………………………………………………………….. 43
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LIST OF ABBREVIATIONS
ADHS: An Duong High School
CC: Control Class
EC: Experiment Class
L2: Second Language
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LIST OF TABLES
Table 1: Pre-test result……………………………………………………………………………..
Table 2: Post-test results ………………………………………………………………………….
Table 3: Student’s feeling about learning a reading skill ………………………………
Table 4: Student’s attitudes toward reading skills ……………………………………….
Table 5: Students’ areas of difficulties……………………………………………………….
Table 6: Difficulties in reading skills
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Table 7: Students’ ways of reading text
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Table 8: Students’ understand about the strategies of reading comprehension
texts ………………………………………………………………………………………………………
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LIST OF CHARTS
Chart 1: Pre-test result
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Chart 2: Post-test result ……………………………………………………………………………
Chart 3: Comparison between pre-test and post-test ……………………………………
Chart 4: Student’s attitudes toward reading skills ……………………………………….
1
CHAPTER 1: INTRODUCTION
1.1 Rationale for the study
Reading is a basic skill that is closely related to other skills such as writing,
speaking, and listening. Students are required to read lots and understand the
reading material to achieve a better result in the learning process. According to
Grabe and Stoller (2002), reading can be taught as a way to draw information
from the text and to form an interpretation of that information. It means reading
is also a gateway for students to get information and knowledge in the
educational process. Moreover, reading skill is also useful in other fields of
science; for example, when students have to study information technology
subject or find out materials involved tourists, history, even Math or chemistry
in English. Students may read to gain information or verify existing knowledge,
do research and so on.
Besides, reading also helps develops some skills in real life situations such as
scanning the timetable when they fly by plane to go aboard or look for
information on TV or magazines in English. In also supports to understand other
cultures, the relationship between people or social communication. The more
they read, the more knowledge they become. Therefore, they must read English
effectively. However, English reading is often said to be difficult in spite of the
students’ effort. The requirement for teachers is to teach their students how to
overcome the difficulties, but this is not an easy task.
At An Duong high school, English is a compulsory subject. Moreover, for the
majors of English, after graduation, they will have to take a university entrance
exam. However, through observing English reading classes, I have realized most
of the students read texts at low speeds. They lack strategies to take advantage of
their vocabulary, linguistic or prior knowledge to do tasks. Besides, the method
of teaching is sometimes not suitable; for example, some teachers translate the
texts into Vietnamese or explain too many new words, which is a waste of time
without dealing with the tasks.
For the aforementioned reasons, the author must investigate what strategies to
bring effects and whether the teaching of strategies benefits students’ learning of
reading or not.
1.2 Aims of the study
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The main aim of this research is to investigate the reading comprehension level
of 12th-grade students at ADHS, as well as explore the results of improved
reading comprehension after students apply some strategies to the reading
process. And, it will be able to help students improve their reading skills and
prepare their luggage for the national high school graduation exam.
1.3 Scope of the study
Due to the fixed curriculum and limited time, the study lasted for eight weeks
and was conducted on two classes of 80 students at ADHS. Research has
provided and analyzed the data collected from the experiment to find the
appropriate strategy to help students improve their reading comprehension skills.
1.4 Method of the study
The study was carried out based on quantitative research methods in which the
questionnaire and tests were chosen as the tool. Questionnaires and tests were
designed as a means to make the researcher’s evaluation more objective. The
questionnaires were given to the 45 students at ADHS with the hope to find out
the causes of difficulties in reading skills experienced by them and some
suggested solutions to their difficulties. Analyzing statistics from the survey
questionnaire on reading activities were conducted with the cooperation of two
classes of 12th grade students at ADHS. All comments, remarks recommendation
assumptions, and conclusion provided in the study were based on the data
analysis.
1.5 Design of the study
This thesis consists of five chapters accompanied by a list of references and
appendices.
Chapter 1: Introduces the rationale for the study, the aims, the research
questions, the scope, the significance and the design of the study.
Chapter 2: Reviews some literature regarding to some general theories related to
reading comprehension, difficulties in the reading comprehension process.
Chapter 3: Provides a general description of the research method, the subjects
chosen for the study, the data collection instruments and the procedures the
research followed to conduct the study.
Chapter 4: Presents the results of the 8-week experimental teaching, measured
by the questionnaires and tests which were done in both the control class and the
experimental class.
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Chapter 5: Deals mainly with major findings and recommendations arising from
the experiment, concerning teaching reading to the students at ADHS. The last
section of this chapter is the conclusion to the whole study.
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CHAPTER 2: LITERATURE REVIEW
The aims of this chapter is to review the literature relevant to the issues under
research. The literature review focuses on the following aspects: (i) the nature of
reading comprehension; (ii) reading strategy; (iii) reading comprehension
techniques; (iv) reading comprehension challenges; (v) reading comprehension
at senior high school.
2.1 The nature of reading comprehension
2.1.1: What is reading?
Goodman (1971) defines reading as “a psycholinguistics process by which the
reader, a language user, reconstructs, as best as he can, a message which has
been encoded by a writer as a graphic display” (p.135). Goodman thought that
this act of reconstruction is viewed as “a cyclical process of sampling,
predicting, testing and confirming.
William (1984) had the same view on reading, especially in the act of
reconstruction as Goodman. He argues that “written texts, then, often contain
more than we need to understand them. The efficient reader makes use of this to
take what he needs, and no more, to obtain meaning” (p.3). His opinion is shared
by Nuttall and Grellet. The former asserts that “reading is getting a message
from the text.”
Harmer (1989) considers reading as a mechanical process that” eyes receive the
message and the brain then has to work out the significance of the message”
(p.153). he not only focuses on two actions that dominated by the eyes and the
brain but also the speed of the process” a reading text moves at a speed of the
reader”, which means the reader who decides how fast he wants to read the text.
In short, from these opinions above, it is clear that no one can give all the ideas
and features of what reading is. Each definition reflects what reading means as
seen from the scholar’s view. However, all definitions reveal their common
feature, that is the nature of reading. Moreover, the definition “reading is
understanding the author’s thought” seems to be preferable. We- the reader read
the author’s mind not the author’s words. In this paper, reading is understood as
a skill of reading what the writers imply from what they safe.
2.1.2: Type of reading
2.1.2.1: According to the ways of reading
2.1.2.1.1: Aloud reading
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Aloud reading is an unnatural activity because most people do not read aloud in
real life, and it is difficult for the speaker to pay attention to the meaning of the
text when reading aloud. According to Doff (1988), “aloud reading involves
looking at a text, understanding it and also saying it. Its purpose is not just to
understand a text but to convey the implication to someone else” (p.67).
This kind of activity seems to be more popular in the language classroom.it
focuses on the pronunciation of words in the text rather than understanding. In
reading a text, students come across many new words and phrases that they not
know how to pronounce. The teacher, in this case may help his students
pronounce words by reading the text orally and loudly.
2.1.2.1.2: Silent reading
Silent reading is the nearest approach to the essence of reading. Because only by
reading silently, can the readers best comprehend the written materials in the
shortest possible time.
According to Broughton, Brumfit and other linguistics (1980), (p.92), the
nature of silent reading skills are to:
Survey material which is to be studies, to look through indexes,
chapter heading and outlines.
Skim- particularly when one item of information is being sought in a
mass of other printed information.
Gain superficial comprehension, as when reading for pleasure or
preparing to read aloud.
Study the content of what is read in some detail.
Study the language in which the material is written.
Through these ways of using reading, the reader depth and detail of
understanding of comprehension will be improved effectively.
2.1.2.2: According to the purpose of reading
a. Scanning
Scanning means glancing rapidly through a text to search for a specific piece of
information (Grellet, 1981). It means that scanning is the ability to read a text
quickly in order to find specific information that is needed like a date, a figure,
or a name and ignore over all unimportant information. For example, a student
scanning the list of name in a telephone directory to find a phone number.
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Scanning helps the reader find information quickly without reading the whole
text.
b. Skimming
Skimming is a useful skill to be applied in reading. Grellet (1999) stated that
skimming means glance rapidly over a text to get the gist of it. It means
skimming is used to build students confidence and an understanding that it is
possible to gain meaning without reading every word in a text. Skimming assists
the readers to understand the main idea of the text before reading it carefully.
Students can do skimming in several ways such as reading the title or the other
heading and look a the picture, reading the first and the last paragraph of the text
(Islam and Steenburgh, 2009).
c. Intensive Reading
Intensive reading is reading for detail. It usually has a shorter text. A reader
usually wants to get some specific information. According to Macleod (2011),
intensive reading exercises may include looking at main ideas versus details,
understanding of what the text implies, making inferences, looking at the order
of information and how it affects the message, identifying words that connect
one idea to another and identifying words that indicate change from one section
to another.
d. Extensive Reading
In extensive reading, the readers usually face a longer text. In reading, the
readers need a total understanding of writing. According to Brown (2001),
extensive reading is carried out to achieve a general understanding of a text.
Long and Richards (1987) identify extensive reading as occurring when the
students read large amounts of high interest material, concentrating of meaning,
reading for gist and skips unknown the words. So, the aims of extensive reading
are to build the readers’ confidence and enjoyment.
2.1.2: Definition of reading comprehension
Reading is an activity to understand the content of the text that we read. By
reading, the reader can get any message and information which can increase
knowledge. According to Pang et al. (2003), reading is about understanding
written texts and comprehension is the process of making sense of words,
sentences and connected text. Reading comprehension involves both perception
and thought. Readers will use the background of knowledge, vocabulary,
grammatical knowledge, and other strategies to help them to understand a
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written text. It means reading is a process of communication between the writer
and the reader. The writer has a message such as feelings, facts, ideas, and
arguments they want to share. Then, the writer puts the message into the words.
So, reading is a way in which something interpreted or understood. Reading
does not only mean to understand words or grammar. It is not just translating but
reading is thinking, to read well in English reading material text, and the reader
must think what the text means. Reading comprehension is like having a
conversation with someone. If you do not understand what the other person is
saying, you will have no idea what they are talking about and have nothing to
say
in
return.
From the explanation above, the researcher concludes that reading
comprehension is the process of getting the meaning of the content and all
information about the topic in the text. Comprehending an English text is not
easy to do for students because English is a foreign language. Many readers are
not able to catch the author’s idea because of the limitation of thinking and
analyzing the meaning of words and sentences. Therefore, the reader should
have a good concentration in reading text to get the meaning of the author’s
idea.
2.2: Reading strategies
2.2.1 General strategies for reading comprehension
Students often do not automatically translate the strategies they use when
learning to read and translate their native language into other languages. They
will start reading each word and stop to search for something unknown.
Everything happens slowly, boring and following a routine, an outdated way of
reading. When they do this, the reading comprehension effect decreases and
wastes time.
To improve reading skills, students must practice reading a lot and use certain
strategies. Students’ ability to understand writing depends on their ability to use
strategies to understand what the writer says. It means a strategy to help students
understand the text they read.
The following strategies can help students to read effectively and quickly:
(1)
Using Prior Knowledge/Previewing
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When students preview text, they tap into what they already know that will help
them to understand the text they are about to read. This provides a framework
for any new information they read.
(2)
Predicting
When students make predictions about the text they are about to read, it sets up
expectations based on their prior knowledge about similar topics. As they read,
they may mentally revise their predictions as they gain more information.
(3)
Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine
what is important and then put it in their own words. Implicit in this process is
trying to understand the author’s purpose in writing the text.
(4)
Questioning
Asking and answering questions about a text is another strategy that helps
students focus on the meaning of the text. Teachers can help by modeling both
the process of asking good questions and strategies for finding the answers in the
text.
(5)
Making Inferences
To make inferences about something that is not explicitly stated in the text,
students must learn to draw on prior knowledge and recognize clues in the text
itself.
(6)
Visualizing
Studies have shown that students who visualize while reading has better recall
than those who do not (Pressley, 1977). Readers can take advantage of
illustrations that are embedded in the text or create their mental images or
drawings when reading the text without illustrations.
2.3: Challenges to reading comprehension
Difficulty is something that complicated to do (Richard 2007, as cited in Wahab
2012). It will be seen from students’ mistake or error learning process. In fact,
many senior high school students often find the difficulties in reading
comprehension. These difficulties result the student’s poor performance in
reading test. Thus, from these factors arise some difficulties in reading
comprehension.
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Factors difficulties that faced by students divided into external and internal.
Internal factor includes physics, intellectual, and psychological. While external
factors include family and school environments (Rahim, 2006). There are some
internal factors that influence the students in reading comprehension that are
generally found by the reader during reading, namely; difficulty in
understanding long sentence and text, difficulty that is caused by limited
background knowledge, difficulty in using reading strategies and difficulty in
concentration (Fajar: 2009).
2.3.1: Difficulties in understanding long sentence
In a common problem that most of students finds difficulty in understanding the
long sentence with complicated structure. It is supported by report of Barfield
(1999) that shows almost 12 percent of students had difficulty in understanding
long sentences in graded story and 20 percent in academic text. Therefore, the
effect of this problem is the students who cannot comprehending long sentence
they fail to understand the main idea presented in the text.
2.3.2: Difficulties in using reading strategies
The students who lack of reading strategies often fails in understanding the text.
The students who are not familiar with reading strategies such as skimming and
scanning will feel down and frustrated because they lack of tool necessary to
succeed in reading comprehension test (Duarte, 2005). There are characteristics
of the students who lack in use of reading strategies. First, the students read
word by word within the text, relying too heavily on their visual information,
which greatly impedes their reading speed and hampers their reading
comprehension. Second, the students spent a lot attention on detail with the
result they often miss the main idea of the text. Third, they just focused too
much attention on form of the expense meaning. Furthermore, the students who
do not possess effective reading strategies may be difficulty to deal with reading
comprehension test. (Mei-yu, 1998 as cited by Fajar, 2009).
2.3.3: Difficulties in concentration
Difficulty in concentration during reading can be caused by a psychological
factor. Bad concentration will lead the students fail to comprehend the text. It
can be worse when the students do reading test. Difficulty in concentration is
another reason for students’ poor reading because concentration is an important
factor for a good and effective reading. Shaw (1959) states that comprehension
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of a text results from reading with concentration. But students, in most cases,
cannot or do not concentrate properly while reading.
According to Peter (2001), there are external factors that influence the students
in reading comprehension are reader environment. The environment factors can
also influence the students in mastering and in learning English. Home and
school are the two kinds of learners’ environment that can influence their
learning reading achievement.
2.3.4 Difficulties in language problem
Yolo (1971) gives out a country’s view of reading problems. He argues that
reading problems of foreign language learners are largely due to the knowledge
of the target language to mother tongue interference in the reading process. In
his opinion, reading involves four-factor: knowledge of the language, ability to
guess so as to make the correct choice, ability to remember the previous cues,
and ability to make the necessary association between the different cues that
have been selected. Therefore, learners with limited knowledge of the target
language may face considerable difficulties when reading in the target language.
Besides, readers have to face various difficulties. The first and foremost problem
is that they may have to work with unfamiliar and difficult topics. There are
called “text problems”. The content of the text might be rather strange to the
students and the grammatical structures might be new. Therefore, they cannot
understand it. The readers will find the text very challenging and might not have
any motivation left to keep on reading. L2 readers may have difficulty adjusting
their reading strategies to match the author’s intent or purpose. They may not be
familiar with a particular story “grammar” or the organizational patterns of
informational text. They may not be familiar with the specific genre and the
literary devices used in text.
The second but not less important kind of problem is the “vocabulary problem”.
As everyone knows, grammatical knowledge accounts for a great deal of
competence in reading. However, knowledge of vocabulary is a great deal more
important as a factor of reading comprehension than awareness of grammatical
structures (O’Donnel, 1961), (p.313-316).
L2 readers may lack knowledge of English grammar and syntax and therefore,
may read word by word. They may encounter too much unfamiliar vocabulary to
grasp the overall concept in the sentence. They are also challenged when reading
idiomatic expressions and unfamiliar grammatical constructions.
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In addition, L2 readers may have difficulty with more complex and compound
sentences. They may lose the meaning of references within the text, such as with
frequent use of pronouns. Pronoun usage may be different or less frequent in the
native language. Connectives may be overlooked or misunderstood so they lose
the relationships between concepts and ideas.
Readers encounter a lot of difficulties in dealing with proverbs and idioms,
synonyms and antonyms, polysemantic and subtechnical vocabulary. Metaphor,
metonymy and other types of transference of meaning also cause great difficulty
for readers.
2.4: Reading Comprehension at high school
Reading comprehension means understanding what has been read. However, it
does not mean that the result of teaching English in the school was satisfying,
even though the fact is teaching the reading process is continuously being taught
within three years at senior high school. Reading makes students enjoy their
learning process and gives several advantages in finding some information that
is needed. It is an unlimited area that makes students learn about many things,
such as education, politic, social, culture, religion, and health. All of that
information can be obtained by reading.
Nowadays, at senior high school, teaching reading intends to develop students’
skills in reading comprehension. the students are expected to comprehend social
function, text structure, and language features in reading descriptive, narrative,
recount texts, expository texts and so on in the oral and written form. However,
in a real situation, the students do not achieve the curriculum expectation and
have a lower ability in reading comprehension. Besides, to overcome the
difficulties of students in reading, teachers must first find out or know what
difficulties experienced by students during the reading process and factors that
cause difficulty in reading.
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CHAPTER 3: METHODOLOGY
The chapter deals with the method that has been employed for the achievement
of the aims and objectives of the study. It also provides some information about
the current situation of teaching and learning reading skills at An Duong high
school. The researcher analyses the data collected and then come up with certain
findings on the difficulties experienced by the 12th form students at ADHS.
3.1: Descriptions of the participants
3.1.1: The background of ADHS
An Duong high school has been established for 54 years. It is located in the
center of An Duong district. Most of the students come from the rural area.
Currently, the school is also investing in modern facilities to improve the quality
of teaching for students.
For students in Math, Chemistry and Physics classes, the time to learn English is
three periods a week and each lesson will have 45 minutes.
The schools has got 10 English teachers, aged from 25 to 50. The oldest teacher
has more than 25 years of teaching experience and youngest teacher has got 3
years. They have qualified with B, A in English
3.1.2 The students
The subjects of the experiment are forty-five students of class 12A6 of ADHS,
aged 17, both male and female (about 27 males and 18 female). All of the
students are studying the basic level of English at high school. All of them
specialize in Math, Chemistry and Physics, so they have the same purpose in
learning English. To students, English is a compulsory subject in the schedule,
they always complained that “it has so many rules, it is so complicated”.
3.2: Data collection instruments
3.2.1 Tests
In order to answer the first research question, the researcher used two tests: Pre-
test (Appendix 1) and post-test (Appendix 2) as one of the two data collection
instruments. A measure of proficiency is used to compare the class at two
different points of time. The pre-test was done at the beginning of the
experiment to see if students have the same level of proficiency. The post-test
was delivered after four weeks to measure and evaluate the change in
performance. They were similar in format and level of difficulty.
