VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES THE FALCUTY OF POST-GRADUATE STUDIES USING SCANNING AND SKIMMING TECHNIQUES TO IMPROVE 9 GRADE STUDENTS’ READING COMPREHENSION: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN HAI PHONG MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 March, 2024 VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES THE FALCUTY OF POST-GRADUATE STUDIES USING SCANNING AND SKIMMING TECHNIQUES TO IMPROVE 9 GRADE STUDENTS’ READING COMPREHENSION: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN HAI PHONG SỬ DUNG KY THUAT SCANNING (QUET) VA SKIMMING (ĐỌC LƯỚT) DE NANG CAO KHA NANG DOC HIEU CHO HOC SINH LOP 9: DU AN NGHIÊN CUU HANH ĐỘNG TAI MỘT TRUONG TRUNG HOC CƠ SỞ CUA THANH PHO HAI PHONG M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231. NGUYEN THU HANH March, 2024 DECLARATION OF AUTHORSHIP I - Pham Thi Hong, hereby declare that this action research project titled "Using scanning and skimming techniques to improve 9”-srade students’ reading comprehension: An action research project at a secondary school in Hai Phong” is an original piece of work carried out by me and has not been submitted in any form for another degree or diploma at any universities or other institutions.
I am fully aware that should this declaration be found to be dishonest, disciplinary action and penalties in accordance with University policies and rules can be imposed. Ha Noi, 2024 Student Pham Thi Hong Approved by SUPERVISOR (Signature and full name) Assoc. Nguyen Thu Hanh ACKNOWLEDGEMENTS First and foremost, I would like to extend my deepest gratitude to my advisor, Ms. Nguyen Thu Hanh — an associate professor whose expertise and insights were invaluable throughout the course of this action research project.
Your constant support and encouragement made this research both possible and insightful. Furthermore, I am indebted to the faculty and staff at a Secondary School in Hai Phong for their unwavering assistance and for granting me the access needed to carry out this study. Similarly, I wish to express my appreciation to all the participating students and teachers whose cooperation was crucial in obtaining relevant data. Without their involvement, this study would not have reached its full potential.
Moreover, special thanks are due to my colleagues and fellow researchers, who provided constructive feedback during the various phases of this project. Their critique and observations helped me refine my methodologies and interpretations. On a personal note, I cannot thank my family and friends enough for their love, patience, and moral support throughout this journey. Your faith in my capabilities served as a constant source of strength.
Last but not least, I would like to express my appreciation to the librarians and technical staff who assisted with resources and software tools essential for the research. In conclusion, while this project bears my name, it is the culmination of the efforts and goodwill of many individuals. To all who played a part, however big or small, in the completion of this research, I extend my most heartfelt thanks. il ABSTRACT The central focus of this action research project is to investigate the impact of skimming and scanning strategies on the reading comprehension abilities of 9th- grade students at a Secondary School in Hai Phong.
The research employed a mixed-method approach, combining quantitative data from pre- and post- intervention assessments with qualitative insights obtained from interviews and questionnaire. A total of 40 students at grade 9 participated in the study, which was carried out over a three-month timeframe. The results indicate a significant improvement in the reading comprehension scores of students who were trained in skimming and scanning strategies. Additionally, qualitative data suggest that students found these techniques to be beneficial in enhancing their confidence and efficiency in reading tasks.
Therefore, this study argues for the incorporation of scanning and skimming strategies in the 9th-grade curriculum as an effective method to improve reading comprehension. The research contributes to the existing body of literature on literacy education and offers practical recommendations for educators, curriculum developers, and stakeholders in the field of secondary education. Keywords: Scanning, Skimming, Reading Comprehension, 9th Grade, Action Research, Secondary Education iil TABLE OF CONTENTS DECLARATION OF AUTHORRSTHHIP. 90000900000009000000000000000000000090 ii LIST OF TABILUEES.
999999999909990909909099000900000060660 vii LIST OF EIGUEES. 9 999999999999999999999099000900000000096 vii CHAPTER 1: INTRODUCTIONN. Rationale Of the Study ‹. Aims and objectives of the Study có.
Research QU©SẨÏOTS. The scope Of the SEUY‹. Methodology Of the SEUỈY. Significance Of the Study.
The organization Of the Study ‹¿.96669666659668 5 CHAPTER 2: LITERATURE REVIEW. Definitions of reading Skill d. Reading Process so. Reading COMPTEheNsiON cd.od od do 66 6 6 6 6 6 6 6 9 9 9 9 9 9 9 9 9 9 9.
Concepts of reading comprehennSÏOI1. Factors impacting reading comprehension ability. Using scanning and skimming in teaching reading comprehension. Steps to carry out skimming and scanning strategies in reading comprehension.
19 CHAPTER 3: RESEARCH METHODOLOGY. Research design Of the Study ‹. Context Of the Study ‹. Research procedures Of the Stud VY c.
Data collection instruments. Pre-test and pPOSt-test ‹. co s5 05055 99505658955 5865555866555656651555006s6ssxssssesssse OO 3. Semi-structured interViCWS 786.
Data collection procedure d. Data analysis proCedure .08049998940898940469968609066 34 Chapter SUMIMALY 0707070 6 ốỐốỐốỐẲẳẲẮe. 35 CHAPTER 4: FINDINGS AND DISCUSSION. Preliminary investi gation.
The results from the class ObserVatÏOI‹s‹. Findings from the pT€-f€S{. Research findings from action implementatiOII. Findings from the POSt-test „.
Findings from pre-test and post-test COMPALISON ‹«e. Findings from the Qu©SfÏOITIAÏTC. Findings from the 1TILCTVIC WV ¡o9 999999999999999090990000906066 53 4. Reasons for students’ belief that skimming and scanning strategies motivate them in learning reading ‹.
Reasons for students’ opinion that skimming and scanning improves their T€adinØ COMPCtCNCE ‹. Students’ responses to how they are engaged in reading skill. Students’ responses to applying skimming and scanning in improving reading COITDCIC do G00 05699 6699 9. The effectiveness of skimming and scanning in improving students’ reading COMPETENCE.
The students’ attitudes towards skimming and scanning reading .ccscsccscssccscsscssscccssssscsescssscessccsssssscsssccsscsscssscsssssssscssscssssssess OO CHAPTER 5: CONCLUSION. Limitations Of the Stud y. Suggestions for further Study ‹.oeecss se 6< 4664 56994 96899498994/98999488899486944446996686966 61 REFERENCES. 62 VI LIST OF TABLES Table 4.
The results Of pre-test. The results Of POSt-teSt. Paired samples statistics. Paired Samples Correlations ‹.
Paired Samples Test ¿. Students’ confidence in tackling large volumes Of text .««<«<ssss«eessssse 44 Or Challenging COMtENtS. Students’ voluntary in reading lessons after knowing how to skim and SCAN the PASSAGE ‹. Students’ interest in learning English reading.
Students’ evaluation to skimming and scanning strategies. Students’ responses about improving aspects of reading skIlls. Answering questions easier with skimming and scanning strategies. Time saving in reading and understanding the text with skimming and SCANNING Strate QieS.
Finding the main idea or title of the text with skimming strategy. Finding the specific information or reference questions with scanning Ôi 0 .ốố ố nh êeee. Understanding the difficult Words WI(H.eccccceeeeeeeeeeeeeesessseeeeeeeeesee 52 SKIMMING and SCANNING StrateVies .ccccccsccccccccssssssssssssssssssssssssssssssscsccscsccceees 52 LIST OF FIGURES Figure 2. Action research model (Kemmis and McTaggart, 1988).
Distribution of the pre-test and post-test SCOT€S .ss«esssssessssessesesse 43 vil CHAPTER 1: INTRODUCTION The chapter sheds light on the rationale for this study. More importantly, the aim and objectives are highlighted before the scope, the significance, the method and the overview of the study are presented. Rationale of the study Reading comprehension is a foundational skill essential for academic success and lifelong learning. According to Duke and Pearson (2002), reading comprehension is the “process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (p.
This definition resonates with the dual aspect of reading comprehension: extracting information from the text while also building one’s understanding based on prior knowledge and context. The interactive process emphasizes that a reader must actively engage with the text for comprehension to occur effectively. However, the traditional modes of teaching often emphasize coverage over comprehension, focusing on the completion of chapters and texts rather than on understanding, analyzing, and synthesizing the material. (Eisner,1985) This situation is particularly challenging in secondary schools, where the curriculum becomes increasingly complex, and students are expected to engage with a variety of genres and topics across subjects.
Moreover, there are no official lessons that instruct students fundamental reading strategies to comprehend the reading text efficiently whereas an English test in the high school entrance examination contains at least a reading comprehension exercise requiring students to find out not only the details but also the main idea of the text, which is always considered one of the most demanding exercises to examinees. Last but not least, the 9” grade is a pivotal year for students as they transition from middle to high school when the academic pressure starts to mount, and the ability to quickly comprehend and retain information becomes critical to improve their reading comprehension ability. Therefore, the thesis aims to fill this gap by conducting an action research project to explore the impact of skimming and scanning strategies in improving reading comprehension skills of 9th grade students at a secondary school in Hai Phong. Scanning and skimming are regarded as fundamental reading technique proven to help readers quickly identify the main ideas, structure, and relevant details in a text.
According to McWhorter (2019), skimming is “used to quickly identify the main ideas of a text” and it serves as an “initial reconnaissance to preview the content” (p. 143) while scanning defined as the ability to identify specific facts and details quickly is considered a desirable reading skill and is taught in most reading development classes (Maxwell's,1970). These techniques enable students to be efficient readers, conserving time and mental energy that can be better spent on comprehending and integrating the information. They are particularly relevant for today's fast-paced academic environment, where students are inundated with information and often have limited time to prepare for assessments.
This research employs an action research which allows for a reflective, data- driven approach to solving specific problems in a particular educational setting. This methodology is favored because it is participatory, collaborative, and geared towards creating immediate improvements in educational practice. It provides valuable insights into the effectiveness of skimming and scanning strategies in real- time, enabling educators to refine their teaching strategies based on empirical evidence. The study was conducted in a secondary school in Hai Phong, a location where the curriculum and classroom dynamics may present unique challenges and opportunities for implementing skimming and scanning strategies.
By situating the research in this specific educational setting, the findings are highly relevant for local educators and policymakers. Hopefully, this study has the potential to significantly improve reading comprehension skills among 9th-grade students, thereby positively influencing their academic performance and future educational prospects. The study could also serve as a model for integrating effective reading strategies into the curriculum and could be scaled to other grades and educational settings. In short, given the essential role that reading comprehension plays in academic success, the study's focus on evaluating the efficacy of skimming and scanning strategies for 9th-grade students in a secondary school in Hai Phong is both timely and relevant.
The action research methodology ensures that the research will not only contribute to academic knowledge but also facilitate immediate, real- world improvements in teaching and learning. Aims and objectives of the study The primary aim of this research project was to investigate the impact of teaching skimming and scanning strategies on the reading comprehension skills of 9th grade students in a middle school. The study has to obtain the following objectives: - To evaluate the usefulness of applying skimming and scanning tactics in increasing the reading comprehension abilities of ninth-grade students in a secondary school in Hai Phong. - To examine these students’ attitudes towards the use of scanning and techniques in improving their reading comprehension.