USING READING ALOUD STRATEGIES TO IMPROVE COLLEGE STUDENTS’ READING COMPREHENSION

1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY HO KIM NHI USING READING ALOUD STRATEGIES TO IMPROVE COLLEGE STUDENTS’ READING COMPREHENSION Major: Theory and Methodology of English Language Teaching Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR Ph.D Tran Ba Tien Nghệ An, 2017 ABSTRACT This study focuses on the effective of using reading aloud strategies for improving reading comprehension of second year English-major students in Binh Phuoc Teacher’s Training College for the Academic Year 2016-2017 in the second semester By doing so, this study can identify the effectiveness of using reading aloud strategies There were 45 respondents which were randomly selected from two classes These groups of students were chosen because the researcher is one of the teachers in English of the said school The respondents were given a questionnaire and specific lessons with language exercises in speaking as teaching strategies using language games as the main device for gathering the data There is a significant difference on the pre-test and post-test scores of the experimental group The result implies that reading aloud strategies really help develop the reading comprehension of the students and enhance their pronunciation It is not only functioning as time reading activities, but also they can bring some educational values that enable the students to learn the language especially in reading skill This study has proven that there is a significant relationship between the using of reading aloud strategies and the reading comprehension of the students with a moderate positive correlation The use of reading aloud strategies has an impact to second year English-major students with regards to their reading comprehension The strategies have been instrumental in developing their reading performance and pronunciation through the aid of the assigned English teacher ACKNOWLEDGEMENTS The researcher wishes to thank the following who, in one way or another, extended their invaluable help, piece of advice, suggestions, and moral support for the completion of this study: Vinh University for offering a graduate program in Master of Arts in Teaching English to graduate students who aspire to obtain quality education; Long An University of Economics and Industry for the important endorsement to participate in the program; Assoc Prof Dinh Xuan Khoa, Vinh University President, for his remarkable leadership which serves as inspiration to everyone, especially to graduate students; Ph.D Tran Ba Tien, former Dean of the Faculty of Foreign Languages Education, for his informative comments and for the generosity, great help, advice and motivation to fulfill this undertaking and guidance from the earliest stage of the conduct of this research; All lecturers in the Graduate Studies and Faculty of Foreign Languages Education of Vinh University, for their commendable contributions in obtaining the degree Master of Arts in Teaching English To his colleagues, friends and relatives for their moral support despite the pressure of work, more so for their prayers and encouragement; The researcher’s family, for their full moral and financial support and everlasting love HO KIM NHI TABLE OF CONTENTS Preliminaries Page Title Page i Abstract iii Acknowledgements iv Table of Contents v List of Tables vii CHAPTER 1: INTRODUCTION 1.1 Introduction 1.2 Rationale 1.3 Aims of the study 1.4 Research questions .9 1.5 Scope of the study .10 1.6 Thesis design .11 CHAPTER 2: LITERATURE REVIEW 2.1 The definition of reading 13 2.2 The importance of reading 13 2.3 Reading Strategies 14 2.3.1 Reading Aloud Strategies .14 2.3.2 Reading Aloud Strategies and Literacy Skill 16 2.3.3 Reading Aloud with All Students 19 2.4 Reading Aloud Components .20 2.5 Effectiveness of Reading Aloud Strategies .22 2.6 Encouraging Students to Read Aloud 23 2.7 Guidelines of Reading Aloud Strategies 24 2.8 Reading Comprehension 25 2.9 Factors impacting Reading 26 2.10 Reading preference and Quality of Reading 27 2.11 The impact of the media 28 2.12 Strategies of Reading comprehension .28 CHAPTER 3: RESEARCH METHODOLOGY 3.1 Research Design .30 3.2 Respondents of the Study 31 3.3 Sampling Technique 31 3.4 Research Instrument 31 3.5 Data Gathering Instrument 32 3.6 Research Procedure 33 3.7 Statistical Treatment 34 CHAPTER 4: FINDINGS AND DISCUSSIONS 4.1 Perceptions of social interaction .35 4.2 Reading Aloud Strategies used by English Teachers 38 4.3 Extent of Students’ Understanding by using Reading Aloud Strategies 41 4.4 Scores of the Pre-Test and Post -Test of the Control Group 44 4.5 Scores of the Pre-Test and Post -Test of the Experimental Group .45 4.6 Pre-test and Post-test Scores .45 4.7 Significant Difference between Pre-test and Post-test Scores of the Experimental Group 46 4.8 Significant Relationship of Using Reading Aloud Strategies 47 CHAPTER 5: CONCLUSION 5.1 Summary of Findings 49 5.2 Conclusion 51 5.3 Recommendations .51 REFERENCES .54 APPENDICES Appendix A .60 Appendix B .62 Appendix C .64 Appendix D .67 Appendix E .69 LIST OF TABLES Table 4.1: Students’ Perception of social interaction on reading comprehension…3 Table 4.2: Respondents’ Preference of Reading………………………………… .3 Table 4.3: Extent of Students’ Understanding by using Reading Aloud Strategy…41 Table 4.4: Scores of the Pre-Test and Post Test of the Control Group……………44 Table 4.5: Scores of the Pre-Test and Post Test of the Experimental Group…… 45 Table 4.6: Pre-test and Post-test Scores……………………………………………45 Table 4.7: Significant Difference between Pre-test and Post-test Scores of the Experimental Group………………………………………………………………46 Table 4.8: Significant Difference between Pre-test and Post-test Scores of the Experimental Group……………………………………………………………….4 CHAPTER 1: INTRODUCTION 1.1 Introduction With the rapid pace of globalization, English, as a universal language, has opened the door to various fields such as commerce, communication, science and technology throughout the world In fact, the global awareness theme talks of the need for students to be able to learn from and read collaboratively with individuals from diverse culture, religion, ideologies, and lifestyle in an environment of openness and mutual respect The context and Social culture status of the English Language in Vietnam, English is an important foreign language that has long been the most widelytaught at all educational institutions for all learners in Vietnam Moreover, English is also used as a medium of instruction at these ones such as bilingual schools, international schools, colleges and universities at both public and private According to Vietnamese government, English in Vietnam is mainly provided and managed by the Ministry of Education and Training The government attitudes towards English will be used as a second language in Vietnam in the future Therefore, they have many support policies resulting from these have influenced the nature of the teaching and learning of English in Vietnam in particular ways As you know, reading is the main skill for learning English as well There are many authors stating about the importance of reading in learning English as a Foreign Language (EFL) Jubani, Lama, and Gjokutaj (2012) stated that learning and knowledge of English are fundamental to education for learners The history of reading is combined with the invention of writing It is particular knowledge that no one is born knowing how to read or to write because these two things must be taught first at the beginning level Reading is a factor of great significance in the human life Therefore, it is the main factor in the achieving language acquisition In another hand, Snow (2002) defined that reading is a complicated procedure that is made up of various components, all of which must be executed and accomplished by the readers with the only purpose for getting or translating meaning from printed text Besides, the reader must quickly and accurately comprehend printed words in the book, attempt to understand the various meanings of words, and create a cohesive mental model of the meaning of the text Obviously, effective reading requires them to make accurate meaning of the text by making inferences based on connections within and beyond the current texts Moreover, reading is an important element to help students how to gain access to many different kinds of knowledge, information, and ideas Also, reading has many benefits for students because it can enhance students’ social skills and open up new worlds for them The students must see reading as an enjoyable activity in order to truly benefit from it not only related to school Heisey, N., & Kucan, L (2010) pointed out the result of his study that the students will use reading to learn about all subjects; therefore, if they not have strong reading skills, they might struggle in their academic lives Roberts (2011) declared that most foreign language learners can master reading at the age of an appropriate level and continue to increase their reading skills or abilities over their learning and beyond better However, (Roberts & Wanzek, 2012; Chapman & Tunmer, 2003) indicated that students who continue to display reading comprehension after experience difficulties Then, reading plays one of the most important and critical educational factors because it affects virtually all academic disciplines Additionally, Strong et al., (2002) ‘s reading research has reveal that reading skill is inseparably connected to many components such as problem solving, critical thinking, writing, researching, supporting ideas, reasoning, and creativity Reading fluency is a crucial skill for efficient and effective reading According to the work of LaBerge and Samuels (1974), which is based on the theory of automatic information processing, poor readers experience difficulty with fluency, because visual information is transformed and processed by the reader until the individual comprehends what is being read 1.2 Rationale The Ministry of Education and Training (MoET) in Vietnam has set a target of boosting foreign language teaching and learning in all levels from primary schools to universities At the start of the academic year 2011-2012, students at specific schools will have to some subjects in English As stated by Zhang (2012), reading is one of language skills that must be mastered by any foreign language learner because reading is an essential tool for getting main knowledge, thinking and learning Considering how important reading skill in learning English, teachers of English are motivated in the saying that “Reading is one of the central elements of getting knowledge.” In EFL (English Foreigner Language) teaching, it is an aspect that needs special attention and instruction In order to provide effective attention, it is necessary for a teacher of EFL to carefully examine the factors, condition and components that underlie reading comprehension by using reading aloud strategies for teaching For most people, the ability to read a foreign language texts or books is synonymous with knowing that language because speech is for them the basic means of human knowledge English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory about the language In Vietnam, this problem is even more serious Aside from the term of practicing, Vietnamese students always have to face with many other difficulties in teaching reading English skill Coper.P & Mclntyre (2000) showed that the effective teaching and learning between teacher and students are not easy Activities in the classroom affect the reading performance a lot Teacher knows how to teach proficiency and transfer the motivation to the student, and students feel like to study Teacher has good knowledge and good experience will apply many teaching techniques Teacher will be success in applying a lot of activities which make students more willing to learn language and active to take part in the lessons It is obvious that students learn more effectively when they have teacher than they learn individually Teacher is the indefectible actor in the educational process, therefore, it is necessarily that teacher needs to explore many methods which they can implement their duty efficiently and effectively A general principle in the past in Viet Nam when learning language it is done by the Traditional Methods It had a lot of limitations This method mainly focuses on learning grammar rule and vocabulary Traditional methods did not pay much attention to the reading skill For instance, when students learn writing, students are mainly focus on grammar rule and translating them to the mother tongue And when students study reading, “grammar translation method produced habits indicative of deciphering and not of reading” (Tyler 2008) The student tries to know the meaning of every words and its grammatical structure because they want to understand the text As you know, reading is a potential part of learning foreign language as stated in several studies For many years, language teaching in Binh Phuoc Teacher’s Training College has experienced difficulties from grammatical form and vocabulary to reading skill To address this concern, short training courses (usually from - days in length) have been conducted for English teachers in the college However, these short courses did not satisfy teachers' needs in language teaching in the school because most participants still had difficulty meeting the standard conditions in teaching reading skills Aside from this, they did not have access to up-to-date materials As a result, they encountered a lot of difficulties in English language teaching, especially techniques for teaching speaking skills Located in the South Earth Area of the South of Vietnam, Binh Phuoc Province where the researcher lives and works has had many difficulties in access many modern foreign language teaching methodology It is an agricultural province of the South of Vietnam Therefore, English does not focus on developing Moreover, there is no university excepting for Binh Phuoc Teacher’s Training College and Binh Phuoc College of Medicine in Binh Phuoc Province Especially in Binh Phuoc Teacher’s Training College, there is only one academic program for English major but it is not popular However, English has been teaching for all students as a compulsory subject for graduation in generally In particularly, there are about one hundred twenty students who are learning English as a main major under the curriculum of faculty of foreign languages In the sum of these students, there are about forty-five English major students who are chosen for doing the research Although the teaching facilities and method have been upgraded regularly, many 50 Also, future research should try to determine the exact reasons why some students not tend to read while others For instance, some kids prefer watching television at home or playing video games that prevent them from reading Also, the researchers should cooperate with teachers and parents in order to monitor students when they read whether at home or school to observe the student’s emotions and needs when reading Other colleges and universities in Vietnam can utilize this study to explore on other teaching strategies that can help students to improve their reading skills This can also provide areas of research in classroom management and delivery of instruction and other educational services 51 REFERENCES Akanda, A K M., Hoq, K M G., & Hasan, N (2013) Reading habit of students in social sciences and arts: A case study of Rajshahi University Chinese Librarianship, (35) Al-Jarf, R (2007) Developing reading and literacy skills in Saudi Arabia Online submission, Retrieved 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(1.5pts) What difficulties did Jane face when starting up her business? (1.5pts) a) b) c) What special trait helped Jane succeed in her new career? (par 1) (0.5pt) What did Mrs Smith in order to start her business? (par 2) (1.5pts) a) b) c) Where did Jane sew her first collection? (0.5pt) Why did Jane decide to call her collection “Crazy Mom”? (1.5pts) What did Jane when the manager ordered more clothes? (1.5pts) What fact proves that that “Crazy Mom” is a successful company? (1.5pts) _ APPENDIX C POST-TEST Students and Teachers Different students like or dislike different subjects However, there is one thing in common for all of them: the role of the teacher in these ‘likes’ and ‘dislikes’ It’s very 60 hard for a student to succeed in learning a subject if he or she doesn’t like the person who teaches it To be sure these students are going to like a teacher the school wants to hire, the principal of one high school decided to try a new way of choosing teachers In order to be accepted, the candidate has to be interviewed twice – first by the principal and then by the students’ committee Gabi Levy explains the reason for this double interview: “We, the students, want to know what kind of person our future teacher is because he or she will teach us and not the principal.” Another student adds: “It is great that our school allows us to make important decisions and influence our school life.” The principal, Ronen Dan, agrees with his students: “The students want to know whether the candidate answers their criteria, and the administration has its own requirements We discuss the results of each interview together and decide who can be accepted I hope that now there will be fewer conflicts and more understanding between students and teachers in our school This experiment teaches kids to take responsibility for their choice If they approve of a teacher, they can’t complain that his or her requirements are unfair.” C R e a d t h e t ex t a b o v e a n d a n s w e r t h e q u e s t i o n s (10points) (1.5pts) What is the connection between the teacher’s personality and a student’s success? What made the school principal try a different approach in finding new teachers? Who interviews potential teachers? (1.5pts) (1pt) a) _ b) _ What is the purpose of the double interview, according to students? (1.5pts) 61 How students feel about their school because of this experiment? (1.5pts) How the principal and the students cooperate when choosing the (1.5pts) right teacher for their school? What goal does the principal want to achieve by letting students take part in a job interview? (1.5pts) APPENDIX D Scores of the Pre-Test and Post-Test of Control Group Student No 10 11 12 13 14 15 16 17 18 Pretest Score 8 7 8 7 Post-test Score 7 7 7 7 8 7 Description Good Fair Good Fair Good Good Good Fair Good Good Good Good Good Good Good Good Good Good 62 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 7 8 7 8 6 7 4 8 8 7 7 Good Fair Fair Good Good Poor Poor Good Fair Poor Good Good Poor Good Fair Good Good Good Good Good Fair Fair Good Fair Fair Fair Fair 63 APPENDIX E Scores of the Pre-Test and Post Test of the Experimental Group Student No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Pretest Score 8 6 8 7 8 8 7 8 8 8 Post-test Score 8 7 10 8 9 7 10 10 8 9 8 Description Good Good Excellent Good Fair Good Good Good Excellent Good Excellent Good Good Good Good Good Excellent Good Excellent Fair Good Good Good Fair Fair Excellent Fair Good Excellent Good Excellent Good Good Excellent Excellent Good Excellent Good Good 64 40 41 42 43 44 45 7 7 7 The end Good Good Good Good Good Fair ... encounter when using reading aloud strategies? 1.5 Scope of the study Although the research has shown the effectiveness of using reading aloud strategies to improve the reading comprehension of... importance of reading comprehension by using the reading aloud strategies to encourage students’ reading skills and increase their desire to read Up to now, numerous researchers have believed that reading. .. students used own strategies related to reading aloud to improve their reading comprehension skills The results showed “agree” with students reading aloud in order to go on reading for developing