VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES KACULTY OF POST-GRADUATE STUDIES TRAN THI THANH LOAN A STUDY ON STUDENTS’ USE OF READING COMPREHENSION STRATEGIES: A CASE OF 10™ FORM STUDENTS (NGIIÊN CỨU CÁCH TIỌC SINII SỬ DỤNG CÁC CIIÉN LƯỢC ĐỌC HIỂU: TRƯỜNG HỢP CỦA HỌC SINH LỚP 10 TRUNG HỌC PLO TIIONG) MLA. MINOR PROGRAMME THESIS Field: English Teaching Mcthodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES KACULTY OF POST-GRADUATE STUDIES TRAN THI THANH LOAN A STUDY ON STUDENTS’ USE OF READING COMPREHENSION STRATEGIES: A CASE OF 10™ FORM STUDENTS (NGIIÊN CỨU CÁCH TIỌC SINII SỬ DỤNG CÁC CIIÉN LƯỢC ĐỌC HIỂU: TRƯỜNG HỢP CỦA HỌC SINH LỚP 10 TRUNG HỌC PLO TIIONG) MLA. MINOR PROGRAMME THESIS Hicld: English Teaching Mcthodology Code: 60140111 Supervisor: Assoc. Nguyen Phuong Nga Hanoi, 2014 DECLARATION L hereby, certify the thesis entitled “A study on students’ use of reading comprehension strategies: A case of 10 form students” is the result of my own research for the depree of Master of Aris al University of Languages and Tnlernational Studies, Viclnam National University, Ilanoi.
The thesis has not been submitted for any degree at any other universities or institutions. I agree that the origin of my paper deposited in the library can be accessible for the purposes ol’ study and research Tlanoi, 2014 LIST OF ABBREVIATIONS, FIGURES AND TABLES ABBREVIATIONS: EFL English as a Foreign Language FSI. English as a Second Language Ll Kirst language L2 Second language PHT Pham Hong Thai N Number % Percentage FIGURES AND TABLE Figure 1: The importance of reading comprehension Figure 2; Students’ purposes of leaming reading in English Figure 3: The difficulties in reading a text Figure 4: The importance of having good reading strategies Table t: Background Information of the Subjects Table 2: Results of predicting strategy Table 3: Rosulis of skimming stralogy ‘Table 4: Results of scanning strategy Table 5: Results of inferring strategy Table 6: Results of guessing meaning strategy ‘Table 7: Results of self — monitoring strategy PART 3: CONCLUSION. Limutations of the study 3.
Suggestions for further study. TABLE OF CONTENTS DECUARAHON.drer 1 ACKNOWLEDGEMENTS - - - ti AHSTRACT. 11 LIST OF ABBREVIATIONS, FIGURES AND TABLES iv TABLE OF CONTENTS. Statement of the problem and rationale for the study.
Aims and objectives of the studies. Significance of the study 2 4. Research methodoloey of the study. Scapeof the study.
Design of the Study.à in “3 PART 2: DEVELOPMENT. - - - 4 CHAPTER 1: LITERATURE REVIEW oceans A 1. Teaching and learning reading stralegies - - 9 1. Researches ơn reading strategies.
LI CHAPTER 2: THE METHODOLOGY.1, An overview of the textbook “lieng Anh 10” (the set of standard textbooks). Objectives and method of the stauly - 19 3. The participants oÊ the stuáy. Instruments of data collection.5, Data collection prooedues.
Dala analysis procedures. - - 33 CLIAPTHER 3: RHSHARCH'S RUSULTS AND DISCUSSIONS 3. The survey questionnaire results - - 34 3. The anterview T€SUÌS.à tinh 2, PART 3: CONCLUSION.
Limutations of the study 3. Suggestions for further study. Limutations of the study 3. Suggestions for further study.
Vor the above-mentioned factors, the researcher attempted to conduct a study named “A study on students’ use of reading comprehension strategies: A case of 10* form students”. 2, Aims and objectives of the studies Firstly, the research is carried out to investigate the current use of reading comprehension strategies applied by the 10" form students in Pham long Thai high school. Secondly, the study is to figure out how to enhance 10 form students’ reading comprehension. ‘Therefore, the research is to seek answers to the following research questions: 1.
What are reading sirategien currently applied by 10" form students in Pham Hong Thai high school? 3. How to improve 10" form students’ reading comprehension? 3. Significance of the study Once successfully completed, the study’s findings and discussions are expected to be beneficial to Linglish teachers, the 10 forms students, the researcher herself as well as other researchers. Firstly, teachers of English can recognize the significant benefits, if any, of strategies in teaching reading comprehension.
Based on the findings, (cachers could adapt their current situation of teaching reading so that they could improve their sludents’ reading courprehersion. Also, there are some suggested solutions for leachers Lo prepare an efficient technique to motivate students’ participation in their studying and to teach them how to read effectively. Secondly, reading comprehension strategies can provide students with sell-study to improve their reading skills and to face reading comprehension difficulties. Additionally, this study is expected to bring the researcher an invaluable experience as it provides her with knowledge and techniques to teach reading comprehension strategies.
Finally, the findings of this study arc hoped to offer reliable and updated information for interested and further studies. Research methodolugy of the study This study is conducted as a descriptive study that applied qualitative approach. The qualitative analy: is employed mainly through the proc of dala collected from a PART 1: INTRODUCTION 1. Statement of the problem and rationale for the study Teaching a foreign language in general and English in particnlar requires great knowledge, experiences and efforts.
According to Carell (1984:1), “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a foreign language” Reading is an essential part of language instruction at every level because it supports learning in many ways. Firstly, reading material is a language input. Students given a variety of materials to read have many opportuniliss to absorb vocabulary, grammar, sentence structure and discourse structure. Secondly, reading for content information in the language classroom provides students with both authentic reading tumlerial and an authentic purpose [or reading.
Thirdly, reading helps studenis broaden their knowledge of the lifestyles and worldviews of the people whose language they are sludyinig. Researchers believe that teaching productive reading strategies motivate students to read and facilitate reading comprehension (Anderson, 2003, liskey, 2002; Grabe, 2004). Tt also appears thal good sludents apply # varicly of reading strategies to their learning. ‘therefore, the importance of teaching reading strategies is to not also facilitate students’ reading process but help stadent enrich their vocabulary and grammar as well What is more, iu the context of the upper secondary school, reading is sven more important than other three skills of speaking, listening, and writing.
The reason is that students have to take the examinations, which are grammar- and reading- based However, (he students’ reading proficiency is nol satisfactory. Thus, this study is conducted to investigate the use of reading strategies of the 10" grads students at Pham Hong Thai high school, ANhough almost all 10 form students have leamt English since grade 6, many of them do not know or use appropriate reading, strategies yet. As a result, they can become easily frustrated when they do not understand what they arc reading, and they become demotivated. Limutations of the study 3.
Suggestions for further study. Statement of the problem and rationale for the study Teaching a foreign language in general and English in particnlar requires great knowledge, experiences and efforts. According to Carell (1984:1), “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a foreign language” Reading is an essential part of language instruction at every level because it supports learning in many ways. Firstly, reading material is a language input.
Students given a variety of materials to read have many opportuniliss to absorb vocabulary, grammar, sentence structure and discourse structure. Secondly, reading for content information in the language classroom provides students with both authentic reading tumlerial and an authentic purpose [or reading. Thirdly, reading helps studenis broaden their knowledge of the lifestyles and worldviews of the people whose language they are sludyinig. Researchers believe that teaching productive reading strategies motivate students to read and facilitate reading comprehension (Anderson, 2003, liskey, 2002; Grabe, 2004).
Tt also appears thal good sludents apply # varicly of reading strategies to their learning. ‘therefore, the importance of teaching reading strategies is to not also facilitate students’ reading process but help stadent enrich their vocabulary and grammar as well What is more, iu the context of the upper secondary school, reading is sven more important than other three skills of speaking, listening, and writing. The reason is that students have to take the examinations, which are grammar- and reading- based However, (he students’ reading proficiency is nol satisfactory. Thus, this study is conducted to investigate the use of reading strategies of the 10" grads students at Pham Hong Thai high school, ANhough almost all 10 form students have leamt English since grade 6, many of them do not know or use appropriate reading, strategies yet.
As a result, they can become easily frustrated when they do not understand what they arc reading, and they become demotivated. Vor the above-mentioned factors, the researcher attempted to conduct a study named “A study on students’ use of reading comprehension strategies: A case of 10* form students”. 2, Aims and objectives of the studies Firstly, the research is carried out to investigate the current use of reading comprehension strategies applied by the 10" form students in Pham long Thai high school. Secondly, the study is to figure out how to enhance 10 form students’ reading comprehension.
‘Therefore, the research is to seek answers to the following research questions: 1. What are reading sirategien currently applied by 10" form students in Pham Hong Thai high school? 3. How to improve 10" form students’ reading comprehension? 3. Significance of the study Once successfully completed, the study’s findings and discussions are expected to be beneficial to Linglish teachers, the 10 forms students, the researcher herself as well as other researchers.
Firstly, teachers of English can recognize the significant benefits, if any, of strategies in teaching reading comprehension. Based on the findings, (cachers could adapt their current situation of teaching reading so that they could improve their sludents’ reading courprehersion. Also, there are some suggested solutions for leachers Lo prepare an efficient technique to motivate students’ participation in their studying and to teach them how to read effectively. Secondly, reading comprehension strategies can provide students with sell-study to improve their reading skills and to face reading comprehension difficulties.
Additionally, this study is expected to bring the researcher an invaluable experience as it provides her with knowledge and techniques to teach reading comprehension strategies. Finally, the findings of this study arc hoped to offer reliable and updated information for interested and further studies. Research methodolugy of the study This study is conducted as a descriptive study that applied qualitative approach. The qualitative analy: is employed mainly through the proc of dala collected from a PART 3: CONCLUSION.
Limutations of the study 3. Suggestions for further study. Limutations of the study 3. Suggestions for further study.
LIST OF ABBREVIATIONS, FIGURES AND TABLES ABBREVIATIONS: EFL English as a Foreign Language FSI. English as a Second Language Ll Kirst language L2 Second language PHT Pham Hong Thai N Number % Percentage FIGURES AND TABLE Figure 1: The importance of reading comprehension Figure 2; Students’ purposes of leaming reading in English Figure 3: The difficulties in reading a text Figure 4: The importance of having good reading strategies Table t: Background Information of the Subjects Table 2: Results of predicting strategy Table 3: Rosulis of skimming stralogy ‘Table 4: Results of scanning strategy Table 5: Results of inferring strategy Table 6: Results of guessing meaning strategy ‘Table 7: Results of self — monitoring strategy PART 1: INTRODUCTION 1. Statement of the problem and rationale for the study Teaching a foreign language in general and English in particnlar requires great knowledge, experiences and efforts.
