VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES --- & LL) & --- PHAM THI THU THAO A STUDY ON USING RETELLING TECHNIQUE TO IMPROVE LEARNERS’ ENGLISH READING COMPREHENSION AT A HIGH SCHOOL IN NINH BINH PROVINCE Tiếng Anh cua hoc sinh tại mot trường cap 3 tai Ninh Binh) MINOR M. THESIS Field : English Methodology Code : $140231.01 HANOI- 2024 VIETNAM NATIONAL UNIVERSITY-HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES --- & LL) & --- PHAM THI THU THAO A STUDY ON USING RETELLING TECHNIQUE TO IMPROVE LEARNERS’ ENGLISH READING COMPREHENSION AT A HIGH SCHOOL IN NINH BINH PROVINCE (Nghiên cứu vỀ sử dụng kỹ thuật kể lại nhằm cải thiện khả năng đọc hiểu MINOR M. THESIS Field : English Methodology Code : 8140231. Mai Thi Loan HANOI - 2024 DECLARATION I certify that no part of the thesis entitled “A study on using retelling technique to improve learners’ English reading comprehension at a high school in Ninh Binh province” has been copied or reproduced by me from any other works without acknowledgement.
It is the result of my own original research under strict guidance of my supervisor. Hanoi, 2024 Student’s signature Pham Thi Thu Thao Approved by SUPERVISOR (Signature and full name) Dr. Mai Thi Loan Date:. ACKNOWLEDGEMENTS First of all, I would like to express my sincere appreciation to my supervisor, Dr.
Mai Thi Loan for her enthusiastic support, encouragement and valuable guidance throughout the process of conducting this study. Secondly, I would like to thank all my lecturers and the staff of Faculty of Post- Graduate Studies department, VNU for supporting me with a lot of knowledge and giving me the best environment to fulfill my thesis. Also, I want to send my thanks to teachers and all students at a high school who help me complete my research with their willingness in participating in the research. Finally, I owe my whole- hearted thanks to my family and my kind- hearted friends, who have always supported and encouraged me to complete this thesis.
Hanoi, 2024 ii ABSTRACT The study was implemented action research methodology. The primary purpose of the study is to examine the impact of using written retelling technique on the improvement of reading comprehension skill of the 10th form students. To gather information, the researcher used pretest, posttest, questionnaire, and teaching diaries as research instruments. The researcher analyzed the data both quantitatively and qualitatively.
The results showed that most students made significant progress in their reading comprehension after being taught the written retelling technique. They also became more engaged and enthusiastic during the lessons. Moreover, written retelling is an effective technique in reading comprehension because there has been a great progress in the participants’ score, and their achievement was greatly increased after the eight -week course of application of written retelling technique in reading comprehension. Basing on the findings, some pedagogical implications are suggested.
This study is expected to be significant to both teachers and students in teaching and learning English reading comprehension. iii TABLE OF CONTENTS DECLARATION 01077. LH HH HH HH Hiện ii ABSTRRACTL. ng ng TH HT như 11 LISTS OF TABLES 1n.
vill LISTS OF FIGURES o. vill CHAPTER 1: INTRODUCTION.- --- Án HH HH HH HH giết 1 1. Rationale of the Study. Aim and objectives of the SEUICỈY.
Research Questions Ta. Scope of the Study oo. Method of the 0i. Significance of the Study .ccceessecesseseseseeeesceseceseeeeseseeeeseeeeseseeceseeesaeeeeeeaceeeaceeeeeaees 4 IEAP iu.
5 CHAPTER 2: LITERATURE REVILEẨW. LH HH HH HH tiệt 6 2.1 Definition Of reading .2 Definitions of reading comprehenSIOI.- --- -- + + k1 v9 9 2 0T TH HH HH TT nh TH 9 2.1 Definition of reteÏÏIn.-- - c5 311321111311 11111 1191181 111 11 g1 vn kg rry 10 2. Variations of re(€lÏITig.-- ---- + s1 TH TH HH ệt 12 2. Written retelling technique.
Definition of written retelling techn1Ue. Advantages of written retelling teaching. Stages of retelling technique in reading comprehension lesson. Teachers’ roles in retelling teaching.
Relationship between written retelling technique and reading comprehension. PreViOUS in ốc. 20 “Noo ôn Cố ốc ố. ng HH Hệ, 24 3.
Action research apprOacChh. Action research procedures .-- G11 1H KH HH ky 24 3. Context of the Study nh. Setting of the Study.
Data collection instrUMeNt. 5 < +5 3E E91E3E92EESEEkESEEkSkEEkSkEEEkrkeekrkreerke 32 ESn nen on n9. Data collection procedure. 37 CHAPTER 4: DATA ANALYSIS, FINDINGS AND DISCUSSION.
Comparison between pretest scores of experimental group and control øroup. Comparison between post- test scores of experimental group and control group. Comparison between pretest and posttest scores of experimental group and COMELO] BTOUP. Analysis of the QUeStiONNai©e.
Students’ view of using written retelling in reading comprehension. Students’ opinion about the benefits of retelling technique on their reading COMpPTeheENsiONn COMPCtENCe. Challenges that students might encounter when using the written retelling technique in reading cormprehefSIOH.-- eee eee + E1 E1 91 E31 11 1 ng ng nưệt 49 4. Analysis of teaching (Ï1ATIS,.
- «+ + s11 111tr 50 “sa nh hố.1 The effectiveness of retelling technique in improving students’ reading Comprehension ability .- - --- «<< + s + ni TH HH Hệ 56 4.2 The students’ attitudes towards using retelling technique in reading comprehenSIOn ÏŒSSOTIS. 3991113118311 1 91 1 910 1 11 11H kg HH ng rưy 57 4. The Effectiveness of Retelling Technique in Improving Reading Comprehension NEŒƯHCaa. The Students’ Attitudes towards Using Retelling Technique.
HH HH HH HH gi, 61 5. Pedagogical 1mpÌÏICAfIOTNS .-- -5- + + ST g1 g1 TH ggrờp 63 5. Limitations of the Study 0. Suggestions for further Study.
cecceccecceceesceseeseeseeseceeeeeeaececeeceeeceseecensecsecaecsesseceeeeceeeaeeseeaeeeeaeeaees I APPENDIX 1A: READING COMPREHENSION TEST 1 (PRETEST). I APPENDIX 1B: READING COMPREHENSION TEST 2 (POSTTEST). IV APPENDIX 2: TEST SPECIFICA TION. n2 HH ri, Vil APPENDIX 3A: POST-TREATMENT QUESTIONNAIRE.- Vil APPENDIX 3B: POST-TREATMENT QUESTIONNAIRE.---«+- x APPENDIX 4: SAMPLE LESSON PLAN FOR THE EXPERIMENTAL GROUP.
XII APPENDIX 5: WRITTEN RETELLING CHART.- --- 5-5 5-<<+<<+cse2 XVI APPENDIX 6A: CRITERIA FOR DIARIES 20. ceceseceneeeeceeesneeeneeeneenees XVII VI APPENDIX 6B: TEACHING DIARIES. -- Ăn series XVII APPENDIX 7: THE FORMULA OF MEAN, STANDARD DEVIATION AND MEDIAN uo cece eee HH HH HH HH LH XXV APPENDIX 8A: CONSENT LETTER FOR STUDENT PARTICIPATION IN RESEARCH. G9 TH ng TH HH HH nu XXX APPENDIX 8B: PHIEU DONG THUẬN THAM GIA NGHIÊN CỨU.
XXXI APPENDIX 9A: CONSENT LETTER FOR PRINCIPAL APPROVAL IN RESEARCH 0. XXXI APPENDIX 9B: PHIEU ĐÔNG THUAN CHO PHÉP NGHIÊN CỨU. XxXxI Vii LISTS OF TABLES Table 3. The course procedures for experimental class (10B).
Mean, Median and Standard deviation (Pre-test). Mean, Median and Standard deviation (Pre-test). Descriptive statistics for the pretest and posttest scores of experimental Group and COnfTOÏ ØTOUD. ee eeeeseeesecesceesteeesneeessecsseecseesseecsaeeseecseessaeeeseeesteeseaeees 42 Table 4.
Students’ opinion about the benefits of retelling technique on their reading comprehension COMPeCteNCE .- 4 5 2 1E 93 11 1 nh ng ng tr47 LISTS OF FIGURES Figure 4. Results of the pretest score of experimental group and control group. Results of the posttest scores of experimental group and control group Figure 4. Students’ emotions about using written retelling as a method to enhance their reading comprehension skIÏÏS.- 6 6 +< 3E **kE+ESkEEsekeiksekrserske 44 Figure 4.
Students’ frequency has used written retelling as a techniqueto improve their reading COMpreheNsiON. Retelling technique should be applied in English reading lessons in the future Figure 4. Challenges that students encounter when using the written retelling technique in reading compreh€ñnSIOT.- -- s13 E 9311911 911911 191 1H gu vn49 Vili CHAPTER 1: INTRODUCTION This part presents the overview of the study including rationale, research aims and objectives, research questions, scope, methods, significance and design of the thesis. Rationale of the study According to Carrell (1988), reading is by far the most crucial of the four language skills (listening, speaking, reading, and writing) for many students, especially in English as a second or foreign language.
Grabe (1991) stated that reading is a fundamental skill that plays a crucial role in academic success and lifelong learning. However, students often face challenges in comprehending and effectively retaining information from written texts (Decena, 2021). In other words, many students struggle with understanding the meaning of texts, identifying key details, and making connections between different pieces of information. Additionally, according to Barnett (1988), traditionally researchers have agreed that reading was a passive or receptive process.
Readers tried to understand what the writer meant by looking at the words and letters, i. the reader was merely a recipient of information from the printed pages and brought nothing to the text. However, the written retelling techniquecan tackle these challenges by providing students with a structured approach to enhance their reading comprehension skills (Lin, 2010 &Manyrawi, 2013). This techniqueinvolves asking students to read a passage and then retell or summarize the main ideas, important details, and the overall message of the text in their own words through writing.
By doing so, students are required to process the information at a deeper level, analyze its components, and synthesize their understanding coherently. In Vietnam, the subject of "Improving English Reading Comprehension With the Retelling Technique" has caught the attention of many researchers up to now. Typically, Nguyen Ngoc Vu et al. (2021) conducted a study on employing Story Retelling to enhance the reading comprehension of second language learners.
Besides, Le Xuan Mai et al. (2023) studied about Role-Playing or Retelling Stories: Which One is Preferable in the Post Reading Stage? - Answers from Direct Stakeholders in English Classes. Most of the researches have centered around using spoken retelling techniques to improve English reading comprehension for learners. However, there has not been any study that concentrates on utilizing written retelling techniques for enhancing English reading comprehension.
Drawing from the review of literature and the actual English teaching scenario in schools, this study was conducted to address this gap. As a teacher of English, the researcher recognizes the critical role that reading techniques play in the overall reading process. However, a notable number of students, especially those in the tenth grade, lack awareness of how to employ effective reading methods. Based on the researcher's observations in the classroom, it is evident that students tend to adopt a word-by-word reading approach.
Typically, they read text slowly, translating each word into their mother tongue. This not only consumes a significant amount of time but also leads to frustration when encountering unfamiliar terms or concepts. More specifically, they consistently encounter difficulty in recalling ideas from the text after reading and often find themselves needing to reread the text multiple times to pinpoint the required information for the questions. This circumstance has prompted the researcher to select the study titled “A study on using retelling techniqueto improve learners’ English reading comprehension at a high school in Ninh Binh province”.
The selection of the written retelling technique is based on its provision of a structured approach to enhance comprehension skills. This method necessitates students to articulate their grasp of the material through written summaries, fostering active engagement with the text and encouraging the synthesis of key ideas. Additionally, it serves as a valuable tool for assessing students’ comprehension, enabling the identification of areas that may require further clarification or reinforcement. In summary, the choice of the written retelling techniqueis motivated by its potential to improve comprehension, promote active engagement, and address language-related challenges observed in the students, ultimately aiming to enhance their overall reading abilities.
Aim and objectives of the study This research aims at examining the effectiveness of using written retelling techniqueto improve students’ reading comprehension competence at a high school. This overall aim can be achieved through the following objectives: (1) To investigate the effectiveness of teaching reading comprehension through using written retelling technique. (2) To find out students’ attitudes towards learning reading comprehension through using written retelling technique.