MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI NGOC ANH USING SKETCH NOTING AS A READING STRATEGY TO MOTIVATE SECONDARY STUDENTS IN LEARNING READING COMPREHENSION MASTER’S THESIS IN TESOL NGHE AN, 2022 MINISTRY OF EDUCATION AND TRAINING IVERSITY NGUYEN THI NGOC ANH USING SKETCH NOTING AS A READING STRATEGY TO MOTIVATE SECONDARY STUDENTS IN LEARNING READING COMPREHENSION MAJOR: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING.11 MASTER’S THESIS IN TESOL Supervisor: Dr. Trinh Thi Thom NGHE AN, 2022 ro. STATEMI The thesis entitled “Using sketch noting as a reading strategy to motivate secondary students in learning reading comprehension" is conducted under the supervision of Dr. Trinh ‘Thi Thom, Hong Duc University.
I truthfully declare that the information reported in this thesis is the result of my own work except as noted in the references. I further certify that the thesis has not been submitted to any other institution for the purpose of obtaining a degree and is not concurrently submitted to any candidature for any other degree or diploma, I solely take responsibility for what T present in this thesis Nghe An, October, 2022 The author Nguyen Thi Ngoc Anh ACKNOWLEDGEMENT On the completion of this thesis, I would like to express my deepest gratitude to my supervisor, Dr. Trinh Thi Thom, who gave me precious guidance, comments, suggestions and encouragement throughout my research. My special thanks are for all the teachers of my M.
course (TESOL) at the Post-graduate Department at Vinh University, Nghe An province, for their interesting and useful lectures. 1 also wish to express my sincere thanks to all my colleagues and the seventh graders at Quang Tien Secondary school, for their contribution to the data collection and their attendance in the reading lessons for this research. Finally, I am grateful to my family and my’ friends, especially my husband who gave me a lot of support and encouragement during the time of my study. ii ABSTRACT The study focuses on describing the implementation of sketch noting technique to increase students’ motivation in learning reading comprehension.
As without motivation, the earning process will be difficult to achieve optimum success, This study is also intended to determine the students’ attitudes forward g sketch noting in reading comprehension. Mi method design was used, and data were collected through pre — test and post- test, questionnaire, and interview. The participants of this study were 74 seventh graders of Quang Tien Secondary school in Thai Hoa town, The feedback data were analyzed by descriptive figures and IBM's SPSS program (version 20), A Paired sample T-test was used to assess if there was any substantial difference in students’ reading knowledge before and after the treatment. The outcomes of the two groups were substantially different.
The results showed that there was a significant difference of students in the experimental group and the control group before the treatment and after the treatment, Moreover, Students expressed positive attitude towards the Sketch noting in reading comprehension. The findings of the research revealed that sketch noting technique really helps to motivate students’ reading comprehension. With words, symbols and pictures, sketch noting as a reading strategy provides students with a platform to interact with their text while recording key ideas and details. iii TABLE OF CONTI ACKNOWLEDGEMEN ABSTRACT TABLE OF CONTENTS.
LIST OF TABLES. LIST OF CHAR’ or) CHAPTER 1.1, Rationale to the stu 1. Aims of the study 1. Seope of the stud 1.5, Significance of the study.
Structure of the th CHAPTER 2. 2 Reading and reading comprehens ee a 2. Reading in general 2. pes of reading texts.
Steps of reading. Teachers’ roles in a reading lesson .6, Students’ roles in a reading lesson 2.1, Definitions of motivation .8, Types of motivation 15 2. The definition of sketch noting. The importance of using sketch noting in teaching comprehension.
Sketch noting components 19 2. Sketch noting layouts. The implementation of sketch ~ noting in teaching reading comprehension. Benefits of Sketch noting 24 2.10, Related studies of impacts of sketch noting as reading strategy to improve students? reading comprehension.
In the world. In Viet Nam 26 2. CHAPTER 3, RESEARCH METHODOLOGY 3.2, Participants of the study.3, Pre-test and Post-test 3.4, Students sketch note assessments and. Data collection procedures.
Conducting the Pre-test. Experiencing Sketch noting application. sn onducting the post-test. Conducting the questionnaire.
Conducting the semi-structured interview 33 3.6, Data analysis procedure 3. Test result analysis 3. Semi-structured interview analysis W 4.1, Findings from the tests (The effectiveness of implementing sketch noting as a reading strategy to motivate secondary students in reading comprehension ) 36 4. Findings from the questionnaires.
Assess students’ attitude when applying sketch noting technique to motivate students in reading comprehension eva 2 _. Evaluation of the students’ attitudes after applying sketch n comprehension | 4.3, Findings from the interview i So M 34 4. The learners atti ides towards the use of sketch ~ noting in reading comprehension.2, The effectiveness of sketch noting on improving 7" graders’ reading comprehension 5T 4. Summary of the stud; 5.
Implications for parents and school stakeholders 39 5. Implications fụr EEIL teachers. Implications for EFL learners.4, Implications for the learning how to apply sketch-noting in learning o.3, Limitations and recommendations for further study. vi LIST OF TABLES ‘Table 3.1 Profile of the participants 25 ‘Table 3.
Topics of reading texts. Format of the Pre- test and Post— test. Sketch note Scoring Rubric 28 Table 3. Procedure of the experiment, 31 ‘Table 4.
Result of the pre-test ofcontrol group na ` 34 Table 4. Result of the pre-test of experimental group. Result of pre-test and post-test of 2 groups.4, Result of the post-test of control group. if Ji Table 4.
Result of the post-test of experimental group 37 Table 4.6, The paired differences of participants’ scores in pre-test and post-test. Statistical analysis of participants’ scores in pre-test and post-test.8, Descriptive Statistics of students’ perception of using Sketch — ni technique in reading comprehension Table 4.9, Descriptive Statistics of students’ attitudes when using Sketch — noting, technique in reading comprehension 42 Table 4. Students’ motivation about Sketch-noting technique.11 Students’ attitudes towards reading comprehension after using Sketch- noting 45 viii LIST OF CHARTS Page Chart 4. The percentage of the pre-test of the control groupError! Bookmark not defined.
The percentage of the pre-test of the experimental group 38 Chart 4.3, The result of the pre — test of control group and experimental group. The percentage of the pre — test of the control group. The percentage of the pre ~test of the experimental group. “The result of the post ~ test of control group and experimental group.
The mean score of pre — test and post- test of both control and experimental group. „Error! Bookmark not defined. INTRODUCTION Reading is a significant piece of language learning because it assists language learners with improving other related language issues such as grammar,vocabulary, and writing. Reading permits language students to investigate subjects that they love and stories that engage them.
This s the reason why reading is helpful to us all, and how crucial the significance of reading comprehension is for figuring out our general surroundings. The significance of reading comprehension has increasingly been recognized and that helps ä great deal in learning various fields. The researcher is going to exam if utilizing sketch noting helps students’ interest in leaming reading comprehension. Chapter | includes the rationale to the study, the aim, the scope, the research questions, the significance of the research, the methodology, and the structure of the study 1.1, Rationale to the study Learning reading skills has played a vital role in studying English subjects for secondary students because reading is one of the main skill presented to be trained in English textbook and to be done in the tests, Being good at reading comprehension also helps students improve other English’s skills and support other comprehension, such as reading instructions, topic, texts, articles, newspapers, or consulting research to get information and background knowledge.
Nevertheless, many students find it hard to identify the general information in the text, some students have difficulties identifying the main idea of each paragraph and the content in the text, others cannot answer the questions of the text well. Students don’t have good awareness on the importance of learning reading because they do not know how to read effectively and appropriately. Besides, students lack vocabulary and grammatical structures to deal with a reading passage in particular and to do reading tests in general. Especially, they lack effetive strategies to improve their reading comprehension.
According to Johnson (2005) reading comprehension is seen as a process of using prior knowledge and one's understanding is influenced by the characteristics of individual readers, the characteristics of the text, and factors relating to the situation: the regulator of the situation, the task, and the total arrangement. So, reading comprehension can influence the characteristics of the reader with the text being read. I Reading comprehension is defined as students’ "acts of thinking and constructing ‘meanings in pre-reading, while-reading and post-reading stages”. It is one of the main language skills that require making inferences and understanding the details in written materials.
Reading comprehension is a complex process including reader's knowledge of vocabulary, the interaction with the text and their use of comprehension strategies. An effective reading process depends on the effective use of reading comprehension strategies. These strategies can particularly help students who have difficulties in reading comprehension to understand the text better. Reading strategies are divided into three groups: pre-reading, while-reading and post-reading strategies.
To begin, students must learn to scaffold their reading tasks using pre-reading, during-reading, and post-reading strategies to fully comprehend the text and remember the information presented. Teachers have used the pre-reading process to provide students with the necessary background information on the text to build schemata, as well as front-load any vocabulary that may be confusing to students (Boling & Evans, 2008). Pre-reading strategies include preparing a reading plan, cliciting the topic from the first sentences of the paragraph, making predi ctions from, the main titles, subtitles and visual information, activating prior knowledge, deciding where to focus, and determining reading speed. While- reading strategies involve making connections between paragraphs, taking notes on significant points, re reading when attention is lost, underli ing significant points, using a dictionary when the meanings cannot be elicited from the context, re-reading the parts that are difficult to understand, utilizing pictures, tables and diagrams, using textual clues, re- analyzing when conflicting information is encountered, and establishing connections between prior knowledge and new ones.
The post-reading stage involves a number of other strategies, namely, summarizing the text, checking whether the reading goal are achieve do not, checking previous predictions, evaluating the main ideas of the text critically, taking notes for future reference, answering the questions which have b en prepared, expressing the main ideas of text. Ortlieb (2013) considered reading, ‘comprehension as the ultimate goal of the reading proce It was also seen as the most mental skill that is connected with the leaming proces and as such directly demic achievement and success in the different academic subjects. So, reading comprehension has become a field of study for different educational and psych-educational researchers, Based on the research problem supported by the 2 statements of experts, according to Mulla (2006) his observational report titled "Development Young Leamers in Reading Skills in EFL Classes" that students often find difficulties and do not see interest in reading skills. He additionally expressed that reading activities were often the center of the teacher and students were the imitations of the teacher in finishing up reading activities in school.
In fact, reading is material that needs a lot of students’ attention and the students will pay more attention to the lesson if they are interested in it.