VIETNAM NATIONAL UNIVERSITY, IIANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES DUONG TIT] THU IIỀN ‘THE EFFECTS OF USING AUTHENTIC: MATERIALS ON STUDENTS READING COMPREHENSION ACHIEVEMENT AT LE HOAN HIGH SCHOOL Hiệu quả của việc sử dụng tài liệu thực đối với thành tích hoc tp kỹ năng đục hiéu của học sinh - nghiên cứu ở trường 'Trung học phố thông Lê Hoàn M. MINOR PROGRAMME THESIS Field: English Teaching Mcthodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAL UNIVERSITY, IIANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES DUONG TIL THU IHIỀN ‘THE EFFECTS OK USING AUTHENTIC MATERIALS ON STUDENTS READING COMPREIIENSION ACIIEVEMENT AT LE HOAN HIGH SCHOOL Hiệu quả của việc sử dụng tài liệu thực đối với thành tích học tập. kỹ năng đục hiểu của học sinh - nghiên cứu ở trường Trung học phố thông Lê Hoàn M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Hoang ‘Thi Xudn Hoa, Ph.
HANOI — 2017 DECLARATION Thereby certify that the thesis “ The effects of using authentic materials on students reading comprehension achievement at Le IToan High School” is submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of Post Graduate Studies — Universily of Languages and Intemational Studies — Victnam National University, Hanoi. I also declare that this thesis is result of my own research and efforts and that it has not been submiited for any other purposes Hanoi, 2017 Signature lương Thị Thu Hiển 1.4, Disadvantages of authentic materials on students reading comprehension achieVEEN€T. non nhưng ngan 14 2. Lilerature reviow - - - 16 CHAPTER 1: METHODOLOGY.1, The applied methodology in the research.2, Quasi-experimental design.
The subjects of the study - - 20 2._ Selectng teaching maleriali. si son ni re 20 3. Mensuring parlieipan(s" cơmpelene.1, Data collection instrumiiL. Procedures of data collection.43 Procedure of data analysis.
- 26 CHAPTER II: RESULT ANALYSE AND DISCUSSIOR. Pretcst result analysis.2, Post-test resuÏt analy8ls.3, Analysis pre-icsi and post-tesl results within cach group. Ha gh Hinh re "- PARTC: CONCLUSION. ong mrerrreeirrei 38 3, Limitations of the study and suggestions for further research 39 REFERENCES.
Ha gh Hinh re " ACKNOWLEDGEMENTS First and foremost, I would like to show my deep gratitude to all the loclurors at University of Language and International Studies — Victnam National University, Hanoi for the invaluable lecturers, which laid the foundation for my thesis. T would also like to express my sincerest gratitude ta Dr. Hoang Thi Xuan Hoa, my respected supervisor for her precious guidance, critical comments and constructive supervision throughout my rescarch. My eratitude also goes to the students and colleagues at |.e Hoan High Schools who enthusiastically participated in the research procedure.
Without their help, this project could not be fulfilled, Last but not least, | am indebted to my beloved family and friends who have unfailingly inspired me to complete this study. ABSTRACT The study was conducted with the hope that the result gamed could clarily the cffects of using authontic matenals on students roading comprehension achievement at Le Hoan High School. In order to achieve the goals, quasi-cxpermental research design was employed. Subjects of the study were two groups of 30 students cach of 10" grade — students at Le Hoan High School.
One group was assigned as the experimental group and the other as the control group. The students of both groups were aught with the same teaching techniques, the same teaching topics and did the same tests but with different types of teaching materials in an 8-week-period. While the experimental group uscd authentic materials provided by the teacher, the control group only used materials in the course hook - English 10 published by the Ministry of Education and Training. A pretest and a posttest were used to measure the improvement in the reading skill of the students in the two groups.
The research resulis showed that the reading skill of the students who worked with authentic materials was better improved than that of the students working with only course book. The former seemed to be able to avoid some typical mistakes aboul vocabulary which the studenls in control group often made. ‘herefore it is suggested that authentic materials be used in aching reading skill for high school students im order to gel the highest results. English teachers also need to be creative in selocting, developing and providing teaching materials to their students.
TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS .ssscsssstststssenictansennnesatnesnniet ABSTRACT TABLE OF CONTENTS: LIST OF TABLES. LIST OF CHARTS PART A: INTRODUCTION, 1. The research question and objectives of the study 3. The scope of he SEHỔY.
Significaneeof the stuỦy. Methods of the study 6. Desianof the study. PART 5: DEVELOMENT CHAPTER 1: LITERATURE REVIEW.
hw LiL, Overview on reading skill. Definition of reading aM 1. Reading comprehension achievement 1. Types of reading comprehension question > 1.2, Overview on authentic matenals.
Definition of authentic materials 1. Types of authentic materials 1. Advantages of authentic materials on students reading comprehension achievement. 11 TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS .ssscsssstststssenictansennnesatnesnniet ABSTRACT TABLE OF CONTENTS: LIST OF TABLES.
LIST OF CHARTS PART A: INTRODUCTION, 1. The research question and objectives of the study 3. The scope of he SEHỔY. Significaneeof the stuỦy.
Methods of the study 6. Desianof the study. PART 5: DEVELOMENT CHAPTER 1: LITERATURE REVIEW. hw LiL, Overview on reading skill.
Definition of reading aM 1. Reading comprehension achievement 1. Types of reading comprehension question > 1.2, Overview on authentic matenals. Definition of authentic materials 1.
Types of authentic materials 1. Advantages of authentic materials on students reading comprehension achievement.4, Disadvantages of authentic materials on students reading comprehension achieVEEN€T. non nhưng ngan 14 2. Lilerature reviow - - - 16 CHAPTER 1: METHODOLOGY.1, The applied methodology in the research.2, Quasi-experimental design.
The subjects of the study - - 20 2._ Selectng teaching maleriali. si son ni re 20 3. Mensuring parlieipan(s" cơmpelene.1, Data collection instrumiiL. Procedures of data collection.43 Procedure of data analysis.
- 26 CHAPTER II: RESULT ANALYSE AND DISCUSSIOR. Pretcst result analysis.2, Post-test resuÏt analy8ls.3, Analysis pre-icsi and post-tesl results within cach group. Ha gh Hinh re "- PARTC: CONCLUSION. ong mrerrreeirrei 38 3, Limitations of the study and suggestions for further research 39 REFERENCES.
Ha gh Hinh re " TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS .ssscsssstststssenictansennnesatnesnniet ABSTRACT TABLE OF CONTENTS: LIST OF TABLES. LIST OF CHARTS PART A: INTRODUCTION, 1. The research question and objectives of the study 3. The scope of he SEHỔY.
Significaneeof the stuỦy. Methods of the study 6. Desianof the study. PART 5: DEVELOMENT CHAPTER 1: LITERATURE REVIEW.
hw LiL, Overview on reading skill. Definition of reading aM 1. Reading comprehension achievement 1. Types of reading comprehension question > 1.2, Overview on authentic matenals.
Definition of authentic materials 1. Types of authentic materials 1. Advantages of authentic materials on students reading comprehension achievement. 11 ABSTRACT The study was conducted with the hope that the result gamed could clarily the cffects of using authontic matenals on students roading comprehension achievement at Le Hoan High School.
In order to achieve the goals, quasi-cxpermental research design was employed. Subjects of the study were two groups of 30 students cach of 10" grade — students at Le Hoan High School. One group was assigned as the experimental group and the other as the control group. The students of both groups were aught with the same teaching techniques, the same teaching topics and did the same tests but with different types of teaching materials in an 8-week-period.
While the experimental group uscd authentic materials provided by the teacher, the control group only used materials in the course hook - English 10 published by the Ministry of Education and Training. A pretest and a posttest were used to measure the improvement in the reading skill of the students in the two groups. The research resulis showed that the reading skill of the students who worked with authentic materials was better improved than that of the students working with only course book. The former seemed to be able to avoid some typical mistakes aboul vocabulary which the studenls in control group often made.
‘herefore it is suggested that authentic materials be used in aching reading skill for high school students im order to gel the highest results. English teachers also need to be creative in selocting, developing and providing teaching materials to their students. Rationale The study is based on the current situation of teaching and learning English reading skill of students at Le Hoan High School. Having been working as an English teacher at Le Hoan High School for 5 years, the writer realizes an issue that ulilizing only reading materials im the course books is not cnough to help students improve their reading skill.
They tind it difficult to learn vocabulary as well as the structures in these texts because of thew unlamiliarity in real life. Therefore, they have low motivation in learning reading and their reading comprehension cannot ameliorate over a long time. This fact has been shown clearly in the results of entrance cxaminations at high school in the recent years since the form and structure of English test was changed. Most of students at I.e Hoan Iligh School can not do the reading section well whereas this section takes account for approximately 50 percentages of the total scores.
Therefore the proportion of the students who get high mark in the exams at Le Hoan High Schoal is very low. And the only way to increase the number of high marks is improving students’ reading comprehension competence. Although the English teachers at Le [Ioan School have tried their best to encourage their students to learn reading skill and improve their achiovemenl by using different positive teaching techniques, it seems not to bring about much effectiveness Moreover, reading skill is one of the most important skills to cach of students during their foreign language learning procedure. To feature the importance ol reading comprehension, Rivers (1981-147 ) asscrled that “ Reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one's which are knowledge of the language”.
In 1 LIST OF TABLES Table 1: Description of Pre-test Result. 28 Table 2: Description of post-test result 30 ‘Lable 3: Independent Sample 'l-test for Post-test result. 32 Table 4: Paired Sample T-test for pre-test and post-test 33 vi TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS .ssscsssstststssenictansennnesatnesnniet ABSTRACT TABLE OF CONTENTS: LIST OF TABLES. LIST OF CHARTS PART A: INTRODUCTION, 1.
The research question and objectives of the study 3. The scope of he SEHỔY. Significaneeof the stuỦy. Methods of the study 6.
Desianof the study. PART 5: DEVELOMENT CHAPTER 1: LITERATURE REVIEW. hw LiL, Overview on reading skill. Definition of reading aM 1.
Reading comprehension achievement 1. Types of reading comprehension question > 1.2, Overview on authentic matenals. Definition of authentic materials 1. Types of authentic materials 1.
Advantages of authentic materials on students reading comprehension achievement.4, Disadvantages of authentic materials on students reading comprehension achieVEEN€T. non nhưng ngan 14 2. Lilerature reviow - - - 16 CHAPTER 1: METHODOLOGY.1, The applied methodology in the research.2, Quasi-experimental design. The subjects of the study - - 20 2._ Selectng teaching maleriali.
si son ni re 20 3. Mensuring parlieipan(s" cơmpelene.1, Data collection instrumiiL. Procedures of data collection.43 Procedure of data analysis. - 26 CHAPTER II: RESULT ANALYSE AND DISCUSSIOR.
Pretcst result analysis.2, Post-test resuÏt analy8ls.3, Analysis pre-icsi and post-tesl results within cach group. Ha gh Hinh re "- PARTC: CONCLUSION. ong mrerrreeirrei 38 3, Limitations of the study and suggestions for further research 39 REFERENCES. Ha gh Hinh re " LIST OF TABLES Table 1: Description of Pre-test Result.
28 Table 2: Description of post-test result 30 ‘Lable 3: Independent Sample 'l-test for Post-test result.
