(LUẬN văn THẠC sĩ) a study on using short stories in teaching reading skill at nguyen khuyen secondary school m a thesis linguistics 60 14 01 11

INTRODUCTION

Rationale of the study

Reading comprehension is a crucial language skill that involves a complex acquisition process, yet many Vietnamese students, particularly those at Nguyen Khuyen Secondary School, struggle with it The 7th graders at this institution often have poor understanding of English texts, leading to difficulties in answering related questions and resulting in low scores on reading tests This challenge contributes to a dislike, and even fear, of English classes among students A significant factor in this issue is the use of traditional teaching methods, which are often perceived as boring and unengaging Consequently, it is essential to explore strategies to enhance student interest in reading English texts and to identify suitable materials that can effectively motivate them.

Many researchers and educators are actively seeking more effective methods to enhance learners' reading proficiency Teaching English through literature has gained popularity; however, some experts argue that the literature provided by teachers can often be tedious and irrelevant, failing to address students' needs or foster creativity As a result, students tend to memorize literary terms and analyses without truly understanding the material Incorporating short stories into the curriculum may offer a solution, allowing students to engage with authentic texts, use language creatively, improve their language skills, and break free from the constraints of conventional instructional materials while also gaining exposure to literature.

Based on the explanation above, the researcher decides to conduct a study on using short stories in teaching reading skill for the 7 th grade students at Nguyen Khuyen secondary school.

Aims and objectives of the study

The study aims at investigating the use of short stories in teaching reading skill for the seventh graders at Nguyen Khuyen secondary school

To be more specific, the objectives of this study are to:

- find out the degree of effectiveness of using short stories to teach reading skill for the 7 th grade students at Nguyen Khuyen secondary school

- propose some suggestions to teach reading skill for students with the use of short stories

Research questions

This study aims to explore the impact of reading short stories on students' reading skills and to identify effective methods for incorporating short stories into reading instruction Specifically, it seeks to answer two key research questions: the extent to which short stories enhance students' reading abilities and the various techniques for utilizing short stories in teaching reading.

Scope of the study

This study explores the effectiveness of using short stories to enhance reading comprehension skills among students It also identifies suitable methods for incorporating these one-page stories, which cover simple yet diverse themes like friendship, love, and moral lessons, into reading instruction.

Significance of the study

This study aims to enhance teachers' awareness, particularly at Nguyen Khuyen Secondary School, regarding the effective use of short stories in teaching reading comprehension By exploring students' perceptions and satisfaction with their reading achievements, the research highlights the benefits of incorporating short stories into the curriculum It also offers practical strategies for teachers to make English lessons more engaging and improve students' reading skills.

Method of the study

In order to achieve the aims of the study, the following data collection instruments will be used:

The data collection time lasts 10 weeks from April to June 2015.

Design of the study

The study will be divided into three parts:

Part 1: Introduction shows rationale, aims, objectives, research questions, scope, significance, methods and design of the study

Part 2: Development includes three chapters:

Chapter 1 of the literature review provides a theoretical foundation for understanding reading in foreign language learning It examines various methods and approaches used in teaching reading skills, while also highlighting the advantages of incorporating short stories into language instruction.

Chapter 2 of the research methodology examines the current teaching and learning environment at Nguyen Khuyen Secondary School, detailing the study's participants, the instruments used for data collection, and the procedures for data collection and analysis.

Chapter 3, Data analysis and findings

This chapter provides an analysis of collected data and the findings

Part 3: Conclusion summaries the major findings discussed in part 2, shows pedagogical suggestions in using short stories to teach reading, and points out some limitations of the study and gives suggestions for further study.

DEVELOPMENT

1.1 Reading in foreign language teaching

Reading is a crucial skill for mastering a foreign language, as it goes beyond merely pronouncing printed material or recognizing words in a sentence It encompasses a comprehensive thinking process that involves evaluating and understanding the information presented.

Reading, as defined by Grellet (1981:7), is a vital communication tool that enables individuals to extract information from written language It is an active and engaging problem-solving process that requires readers to actively contribute by utilizing a range of skills they have developed over time.

According to Wallace (1992: 4), reading involves interpreting a written text as a form of communication, where readers recognize the writer's intended message and engage with it to fulfill their own understanding purposes.

Aebersold and Field (1997) define reading as the process in which individuals interpret written symbols, emphasizing the essential interaction between the reader and the text This interaction is crucial for the reading process to occur Additionally, Heilman, Blair, and Rupley (1981) identify key fundamental aspects of reading that are widely accepted among experts in the field.

- Reading is interacting with language that has been coded into print

- The product of interacting with the printed language should be comprehension

- Reading ability is closely related to oral language ability.

LITERATURE REVIEW

Reading in foreign language teaching

Reading is a crucial skill for mastering a foreign language, encompassing more than just pronouncing printed material or recognizing words It involves a comprehensive thinking process that allows individuals to evaluate and comprehend information effectively.

Reading, as defined by Grellet (1981), is a crucial medium of communication that enables individuals to extract information from written language It is an active and engaging problem-solving process that requires readers to actively participate by utilizing a range of skills they have developed over time.

According to Wallace (1992: 4), reading involves interpreting a written text as a form of communication, where readers recognize the writer's intent and engage with the text to fulfill their understanding purposes.

According to Aebersold and Field (1997), reading occurs when individuals interpret the meaning of written symbols in a text, necessitating the presence of both the text and the reader for the reading process to commence This interaction between the text and the reader is fundamental to the act of reading Additionally, Heilman, Blair, and Rupley (1981) highlight that there are several core aspects of reading that are widely acknowledged by experts in the field.

- Reading is interacting with language that has been coded into print

- The product of interacting with the printed language should be comprehension

- Reading ability is closely related to oral language ability

- Reading is an active and ongoing process that is affected directly by an individual‟s interaction with his environment

Reading is a dynamic and interactive process that involves reacting to and understanding written text as a means of communication Effective reading doesn't require scrutinizing every detail in a given text, but rather grasping the genre to extract the intended information and message By engaging with the text, readers participate in an active and communicative exchange, ultimately leading to comprehension and a deeper understanding of the content.

Linguists have identified various reading techniques, with Grellet (1998:40) summarizing one key method: skimming This involves quickly scanning a text—such as an essay, article, or chapter—to grasp its main idea or gist The primary aim of skimming is to satisfy a general curiosity about the content This technique is particularly useful in three specific situations.

 Pre-reading: skimming is more thorough than simple previewing and can give a more accurate picture of text to be read later

 Reading: skimming is most useful for quickly reading material that does not need more detailed attention

 Reviewing: skimming is useful for reviewing text already read b, Scanning : quickly going to a text to find a particular piece of information

Scanning is a reading technique that allows readers to quickly search through a text to locate specific information, such as names, dates, or facts, without the need to read the entire document (Williams, 1996:100) In contrast, extensive reading involves engaging with longer texts primarily for enjoyment, focusing on overall comprehension and fluency On the other hand, intensive reading is the process of analyzing shorter texts to extract detailed information, emphasizing accuracy and attention to specifics.

Enhancing reading comprehension skills is crucial for students, and therefore, teachers should systematically incorporate effective techniques into their instruction This approach will provide students with a deeper understanding and significantly improve their language abilities.

Reading comprehension is the process through which a reader constructs meaning by combining the text on the page with their own prior knowledge This involves intentional thought, where understanding is created through the interaction between the text and the reader Skilled comprehenders not only grasp the content of what they read but also effectively apply the information conveyed in the text.

According to Miller (2002:8), reading comprehension is defined as the ability to understand and derive meaning from various forms of written material, serving as the fundamental purpose of reading and a crucial element in all types of content reading.

According to Grellet (1981:3), reading comprehension involves effectively extracting essential information from written text It goes beyond merely grasping the main idea; a deeper understanding and attention to detailed information are also crucial for comprehensive reading.

Comprehension is a vital skill that empowers readers to construct meaning from texts To develop strategic and effective readers, it is essential to provide targeted mini-lessons that model specific comprehension strategies, along with diverse practice opportunities during small group and independent reading sessions.

According to Dallman (1982:133), reading comprehension relies on various skills that can be categorized based on the reader's purpose and the characteristics of the text These skills are essential for effectively understanding and interpreting written material.

The skills dependent upon the reader‟s purpose are classified into nine levels of comprehension skills:

 Reading to find main idea: to get the general idea of a selection

 Reading to select significant details: to note important details

 Reading to answer question: to answer questions

 Reading to summarize and organize: to make summaries and organizes what he reads

 Reading to arrive at generalization: to note specific instances and then decide whether the data presented are sufficient to warrant a significant conclusion

 Reading to follow direction: to note details to organize and to note the sequence of events

 Reading to predict outcomes: to predict each sentence in a paragraph

 Reading to evaluate critically: to make critical evaluations of what is read

 Reading graphs, tables, charts and maps: to recognize the value of tables, charts, graphs and maps b, According to the structure of length of reading unit

 Phrase meaning: skill in comprehension of phrases

 Sentence meaning: skill to comprehend a complex sentence

 Paragraph meaning: skill to comprehend the main idea, selecting important details, answering questions, arriving at generalizations, and following in a paragraph

 Comprehension of longer selections: skill to comprehend longer selections, special attention needs to be paid to the mains of reading short stories, articles, chapters and books

To become proficient readers, students must recognize the importance of employing a diverse range of reading strategies Merely understanding each strategy in isolation is insufficient; instead, they need to learn how to effectively integrate and apply these strategies in various reading contexts This comprehensive approach enhances their overall reading comprehension and skills.

1.1.3.3 Causes of poor reading comprehension among students

Research indicates that insufficient systematic direct instruction significantly contributes to underdeveloped reading comprehension skills (Carrier, 2006) It is essential to teach specific print-related skills rather than allowing children to learn them independently (Moats, 2002) Since not all children will naturally uncover comprehension strategies, tailored instruction is necessary to support their learning effectively.

Short stories in language teaching

Stories have been an integral part of human culture since ancient times, serving various purposes such as entertainment and education Fairy tales, folk tales, fables, and short stories convey centuries of wisdom through their unique narrative structures According to Poe (in Abrams, 1970:158), a short story is defined as a narrative that can be read in one sitting, typically lasting between half an hour to two hours, and is focused on creating a singular effect where every detail supports this purpose.

According to Webster's dictionary (1983:137), a story is defined as the complete sequence of events in a fictional work, imagined to unfold in the chronological order of their occurrence in real life.

According to Wright (1995:6), stories serve as a motivating and cost-effective tool that enriches language experiences He emphasizes that incorporating stories is essential for all primary teachers, regardless of whether they are instructing in a mother tongue or a foreign language.

Short stories serve as an effective literary tool for teaching culture and language skills, particularly reading abilities, in EFL contexts Since many learners have limited exposure to native speakers, engaging with short stories provides them with valuable opportunities to connect with foreign cultures, languages, and communities.

1.2.2 Benefits of short stories in language teaching

Short stories possess unique characteristics that make them ideal for reading comprehension classes, including universality, non-triviality, personal relevance, variety, interest, economy, suggestive power, and ambiguity Each student's interpretation is valid, fostering rich interactive discussions and enhancing the learning experience.

Short stories offer numerous benefits for language classes, particularly for low-intermediate foreign language learners Their manageable length makes them suitable for one or two class sessions, and their simplicity ensures they are accessible to students Additionally, short stories come in a variety of choices, catering to all levels and ages They provide real examples of grammatical structures and vocabulary, giving students exposure to native language usage that is often unavailable in EFL settings Furthermore, reading short stories enhances students' exposure to L2 reading, enriching their language learning experience.

Harmer, 2001:204), giving enough exposure to L2 reading can lead studentsto enhance their comprehension skills and add their active and passive vocabulary

In addition, Arigol (2001 as cited in Hismanoglu, 2005:15) lists the following benefits of stories over other literary texts:

 make students' reading task easier becase it is simple and short

 give learners a better view of other people and cultures

 require more attention and analysis

 offer a fictional and interesting world

 help students to be more creative and raise the critical thinking skills

 reduce students‟ anxiety and help them feel more relaxed for multicultural contexts because of its universal language

Short stories are valuable tools for educators, enabling the development of four essential skills in verbal communication at every stage of learning According to Murdoch (2002: 9), when carefully chosen and effectively utilized, short stories can significantly enrich English Language Teaching (ELT) courses, particularly for intermediate learners.

Young (1996) emphasizes the importance of using stories to enhance critical thinking among seminary learners He notes that stories offer two key advantages over traditional content: they entertain, which helps reduce students' anxiety and makes critical thinking feel natural and enjoyable, and they present critical thinking issues in memorable contexts Similarly, Howie (1993) supports the use of short stories to teach critical thinking, humorously remarking that teachers have long sought ways to help students develop cognitive skills, as everyone desires to improve their understanding.

“make judgments, be decisive, come to conclusions, synthesize information, organize, evaluate, predict, and apply knowledge.”

Short stories utilize a unique language style that deviates from conventional discourse, allowing students to engage with language beyond the classroom This exposure not only enhances their reading skills but also addresses the challenges faced by students who, despite mastering grammar rules, often struggle to communicate effectively with native speakers (Widdowson, 1983:37).

Short stories are effective tools for teaching culture to foreign language learners, as they encapsulate the traditions and customs of the communities they depict By exploring these narratives, students gain insights into both historical and contemporary cultures, fostering an understanding and respect for diverse perspectives As Gajdusek (1998:232) notes, cultural differences can lead to misinterpretations, highlighting the importance of cultural education To mitigate misunderstandings, educators should proactively introduce cultural contexts or encourage students to research relevant cultural information.

Finally, for the teachers, short stories offer some advantages as Colin and Slater

 Their practical length means they can be read within one or two lessons; novels or plays can be sectioned in the same way but still take a few classes

 A teacher can choose very different short stories, so that there is a greater chance of finding something to appeal to each individual‟s taste and interests

 Short stories are valuable for sectional courses or for teachers with shifting classes or continuous-intake adult classes

In conclusion, short stories bring various advantages for teachers to teach language skills However, teachers should consider how to use them correctly and effectively to get the best results

1.2.3 How to choose short stories in teaching language skills

When selecting short stories for EFL/ESL classes, it's crucial to consider the specific learning objectives and language items to be reinforced, ensuring the text aligns with the instructional syllabus The chosen story should be manageable within the teaching hours, allowing students to complete tasks and feel a sense of achievement and self-confidence Ideally, contemporary and concise short stories are more suitable for EFL/ESL learners, as they can be discussed within one or two sessions The linguistic aspects of the text, including language, style, and diction, should be tailored to the students' level, providing a sufficient challenge without being demotivating Key criteria for story selection include the students' needs and abilities, the text's linguistic and stylistic level, and the required background information for true appreciation.

To effectively incorporate short stories into the learning process, teachers must creatively design activities that provide students with direct experiences, ultimately enhancing their reading comprehension skills.

When selecting a short story, teachers must take into account the cultural backgrounds and social experiences of their students, as these factors significantly aid in text comprehension Without an understanding of the values and culture depicted in the story, many readers may struggle to grasp its meaning.

When selecting short stories for classroom use, teachers must consider factors such as availability and exploitability Key questions to address include how easily the stories can be accessed by students and what types of tasks and activities can be derived from them This approach ensures that educators can effectively integrate these stories into their teaching practices.

The effectiveness of using short stories in teaching largely hinges on the teachers' application and the suitability of the stories for the teaching context Properly selected short stories can prevent unforeseen challenges and encourage active student participation in the learning process Consequently, careful text selection is a critical factor that teachers must prioritize in language classes.

Review of the previous related studies

Utilizing literature, particularly short stories, in language instruction is an effective method that enhances learning across various fields and significantly improves students' reading comprehension skills This approach has garnered considerable attention from researchers in Vietnam and beyond For instance, Fitriya (2010) conducted action research on the use of picture-stories to boost reading comprehension among eighth-grade students at SMP N I Tasikmadu Karanganyar The findings indicated that incorporating narrative picture-stories not only enhanced students' reading comprehension but also made the teaching and learning process more enjoyable, fostering enthusiasm and happiness in the classroom.

In 2012, Noura investigated a research on the effect of using animation on the 6 th graders‟ attitudes and comprehension of short story in Gaza governmental schools

This study demonstrated that animated films significantly improve students' reading comprehension skills Furthermore, this approach enhances students' ability to make predictions and set expectations, while also capturing their attention during lessons.

In a case study conducted by Merli (2013), the impact of using children's short stories on enhancing students' reading comprehension was examined The findings indicated that incorporating these stories led to a slight improvement in students' average scores from diagnostic tests Additionally, the study highlighted several benefits of using children's short stories, including vocabulary enrichment, encouragement of critical thinking, increased motivation, and opportunities for students to practice their language skills.

In 2013, Omid and Nasibeh conducted a study on teaching reading comprehension through short stories in advanced classes, revealing that all participants in the experimental group demonstrated improvement after the course Their findings indicated a significant difference in post-test scores between the control and experimental groups, providing strong evidence for the effectiveness of incorporating short stories into reading comprehension instruction in Iranian classrooms.

In Vietnam, research by Nguyễn Hồng Quyên (2006) highlights the benefits of integrating short stories and poems into reading skill development for second-year students at Hai Phong University, emphasizing the value of literary texts in language learning Similarly, Phạm Thu Hà (2009) found that incorporating short stories in English instruction at the Vietnam Australia School in Hanoi significantly enhances students' language proficiency and creative expression, while also increasing their motivation and interest in the lessons These studies suggest that language teachers should prioritize the inclusion of literary texts in their curriculum to improve student engagement and learning outcomes.

In 2010, Đào Thị Minh Hương explored the connection between first-year Nghe An college students' motivation to read and their reading strategies, concluding that motivation significantly impacts the use of these strategies She emphasized that the choice of reading materials, including their challenge level, topics, and content, greatly influences students' motivation As a result, she recommended that educators incorporate authentic materials such as magazines, articles, songs, and stories to enhance student engagement in reading.

Summary

This chapter provides a theoretical foundation for the research topic, offering an overview of reading and short stories, and highlighting their advantages in language teaching, along with a review of previous related studies.

METHODOLOGY

Setting of the study

The teachers currently under investigation are aged between 35 and 50 years old, each holding degrees in English from reputable universities or colleges With over fifteen years of experience in teaching English, they also possess a B2 level certification in the Common European Framework of Reference for Languages.

This study involves eighty seventh graders, consisting of forty-three females and thirty-seven males from diverse family backgrounds and learning styles A significant number of these students struggle with reading comprehension due to limited vocabulary, challenges in constructing sentences, and difficulties in identifying main ideas or drawing conclusions Additionally, a lack of motivation towards learning English contributes to their perception of reading as burdensome and boring, leading to procrastination in reading tasks Even when they attempt to read, many fail to grasp the text's meaning, often resorting to merely repeating phrases from the questions Their belief that English is overly complex fosters reluctance to engage with English texts and diminishes their willingness to practice or complete assignments.

Students attend three English classes and one elective class each week During the 45-minute reading sessions, they develop essential reading skills, including skimming, scanning, and identifying main ideas or specific information The primary reading materials are sourced from the course book, English 7.

2.1.3 Teaching and learning condition at Nguyen Khuyen secondary school

Nguyen Khuyen Secondary School, situated in the heart of Binh My town, offers a safe and quiet environment conducive to learning Recognized as a national standard school, it is among the top secondary schools in Ha Nam province, boasting excellent teaching and learning conditions The school features sixteen classrooms along with essential facilities such as the headmaster's office, teacher's office, administration office, laboratory, and computer room Notably, it includes advanced language laboratories equipped with modern technology like boards, computers, speakers, and projectors Classrooms are spacious enough to accommodate over forty students, allowing for flexible seating arrangements for group activities Additionally, the school houses a large library filled with a diverse collection of books, stories, and supplementary materials for students.

Research design

The study focuses on a sample of eighty seventh-grade students from Nguyen Khuyen Secondary School, along with fifteen English teachers from the same institution.

To meet the study's objectives, the researcher utilized three instruments: a pre-test, a post-test, and questionnaires for both students and teachers These tools provided the researcher with comprehensive and precise data for thorough analysis.

To assess the effectiveness of using short stories in teaching reading skills, the researcher conducted a pre-test and post-test reading comprehension assessment to collect relevant data By comparing the results of these two tests, the study aimed to determine the impact of short story integration on students' reading comprehension abilities, providing valuable insights into the efficacy of this instructional approach.

A test serves as a tool for gathering data on an individual's proficiency or understanding in specific subjects In studies focused on second language acquisition, tests are employed to assess subjects' skills and knowledge in areas like vocabulary, grammar, and reading comprehension.

In this study, two reading comprehension tests were administered to classes 7A1 and 7A2, maintaining the same level and format Each test lasted twenty minutes and was conducted as a pre-test in week 1 and a post-test in week 10 The tests featured a short story followed by ten questions designed to assess the students' reading comprehension skills, focusing on main ideas (questions 1-3), details (questions 4-6), vocabulary (questions 7-9), and inference (question 10).

This research utilizes questionnaires as a primary data collection tool due to their popularity and effectiveness By directly asking individuals questions, questionnaires facilitate the gathering of valuable information on attitudes, behaviors, activities, and responses to various events (Wisker, 2007:187).

Questionnaires can present challenges such as simplicity and superficiality, along with participant fatigue, which may impact response quality (Dornyei, 2003:210) To mitigate these issues, the researcher designed a concise and clear questionnaire for students, consisting of six targeted questions This questionnaire aims to assess students' attitudes towards short stories, their preferred types, and their responses to specific reading class activities It comprises two sections: the first gathers demographic information, including name, gender, and English proficiency, while the second includes six questions focusing on attitudes towards short stories, preferred genres, useful pre-reading activities, engaging in-reading tasks, post-reading preferences, and perceived improvements in reading skills through short stories Additionally, the questionnaire is translated into Vietnamese to ensure clarity and accuracy in responses.

The teacher questionnaire is designed to identify effective methods for teaching reading through short stories It consists of two parts, with the second part featuring five key questions: the first question assesses how frequently teachers utilize short stories, the second explores the types of class organization employed during reading sessions, and the third, fourth, and fifth questions investigate the activities created for pre-reading, while-reading, and post-reading stages Lastly, the sixth question examines the assessment methods used to enhance reading skills through short stories.

The data collection occurred in three key phases: before the intervention, during the intervention, and after the intervention, with the timeline clearly outlining the use of instruments throughout this process.

Pre- test Lessons Post- test

Questionnaire for students Questionnaire for teachers

The purpose of the pre intervention stage is finding out the students‟ reading abilities Therefore, a pre-test of reading comprehension was used for both classes 7A1 and 7A2

In an eight-week study, the experimental class (7A1) enhanced their reading skills through the use of short stories as supplementary material during elective English periods, while the control class (7A2) followed the standard textbook provided by the school.

Each 45-minute lesson incorporated carefully selected short stories from reputable educational websites, ensuring they aligned with the students' proficiency levels and curriculum topics These stories served as a foundation for developing reading skills Following the reading, students engaged in various activities, including short answer questions, gap filling, storytelling, and role play, to further enhance their reading comprehension abilities.

The detailed lesson description is illustrated as below:

Step 1: The teacher could use some activities to lead in For example, teacher showed some pictures relevant to the story and asked students to guess the topic, or predict the plot of the story Besides, teacher could ask students to call out the name of the character, or designed some activities such as storyline, strong line for student to discuss what would happen in the story

Step 2: The teacher presented and guided student how to guess the meaning of unfamiliar vocabulary from the context Moreover, teacher could model some reading strategies such as skimming and scanning

Step 1: The students read the story and do some tasks as the following:

+ Ask and answer questions about the story

+ Describe the structure of the story

+ Make generalizations and draw inference based on what they have read + Gap-filling

Step 2: Teacher organized some games or activities such as roles play and storytelling

Step 1: The teacher designed some activities to check students‟ comprehension about the story and enhance their use of oral language such as summarizing the story or discussing to share their ideas about what they had read

Step 2: Students could be asked to work in groups to complete projects such as making up new story with new ending or drawing pictures about what they have read Step 3: Teacher asked students to retell what they have learnt and gave homework

The detailed lesson could be seen more clearly in the sample lesson plan (Appendix 8)

Summary

This chapter outlines the study's methodology, detailing the setting at Nguyen Khuyen Secondary School and the teaching and learning conditions It describes the research design, including the population involved, the instruments used such as tests and questionnaires for both students and teachers, as well as the procedures for data collection and analysis.

DATA ANALYSIS AND FINDINGS

The tests aim at measuring the effect of the using short stories in teaching reading skill for students at Nguyen Khuyen secondary school

A study involving 80 seventh-grade students (43 females and 37 males) from Nguyen Khuyen Secondary School compared the effectiveness of two teaching methods for reading skills Class 7A1 utilized short stories as a teaching tool, while Class 7A2 followed the standard textbook prescribed by the school.

The pre-test and post-test, each comprising ten questions, were conducted over a duration of fifteen minutes These assessments were administered to students in the first week and again in the tenth week, serving as the initial and final evaluations of their progress.

The researcher analyzed the test data by calculating the mean scores of both the pre-test and post-test Subsequently, these scores were compared based on established criteria to evaluate the effectiveness of the intervention.

- The measures of central tendency: to clarify the progress tendency in each class

- The standard deviation: to help the author explore the degree to which the group of test mark deviated from the mean

Basing on the result, the improvement could be seen from the score in the pre- test and post-test

3.1.4 Data analysis of pre-test

Chart 1: Percentage of raw mark (pre-test)

The chart indicates that students in both classes, 7A1 and 7A2, exhibit a low level of proficiency, with pre-test scores ranging from two to nine Class 7A2 achieved slightly higher marks overall, as 47.5% of 7A1 students scored below average compared to 40% in 7A2 Additionally, 22.5% of 7A1 students received scores of six, seven, or eight, while 25% of 7A2 students scored above average Notably, there were no students in class 7A1 who achieved a score of nine, and neither class had any students attain the highest score.

Table 2: Mean and Std Deviation (pre-test)

Number of students Mean Std Deviation Median

The data indicates that the average reading ability of students in class 7A1 (4.775) is lower than that of class 7A2 (5.075), suggesting that class 7A1 students exhibit weaker reading skills Additionally, the standard deviations of 1.35 for 7A1 and 1.49 for 7A2 reflect a narrow range of reading abilities among students in both classes.

3.1.5 Data analysis of post- test

Chart 2: Percentage of raw mark (post-test)

The chart indicates that students in classes 7A1 and 7A2 have shown progress in their post-test scores, which range from three to nine Class 7A1 outperformed 7A2, with 30% of its students scoring below average compared to 35% in 7A2 Notably, half of the students in 7A1 achieved scores of six or higher, while only 40% of 7A2 students reached above average However, neither class had any students scoring a perfect ten.

Table 3: Mean and Std Deviation (post-test)

Number of students Mean Std Deviation Median

The table presents data on the number of cases, means, standard deviations, and medians of post-test scores for two classes Class 7A1 achieved a mean post-test score of 5.625, surpassing class 7A2's mean of 5.3 This indicates a significant improvement for students in class 7A1, as their pre-test mean score was lower than that of class 7A2 Additionally, the mean scores of the students reflect this progress.

Class 7A1 demonstrated significant improvement in reading skills after receiving treatment, as evidenced by their post-test scores, which surpassed the pre-test mean score of 4.775 The median scores for classes 7A1 and 7A2 were 5.5 and 5, respectively, aligning closely with the mean, indicating a positive trend in student performance.

The questionnaire aimed at investigating the students‟ attitude towards the use of short stories in improving reading skills and their responses to certain activities carried out in classes

The participants of this survey questionnaire are forty students in class 7A1 who were taught reading skill with the application of short stories

3.2.3.1 Students’ attitude towards short stories

Chart 3: Students’ attitude towards short stories

The pie chart reveals students' attitudes toward reading periods that incorporate short stories, showing that 70% of students love using short stories in their classes Additionally, 25% of students expressed occasional interest in this method, while a small minority of 7.5% indicated a lack of concern regarding the use of short stories in their learning.

Not interested at all Not very intersted Interested sometimes Very interested

3.2.3.2 Types of short stories students expect to learn

Chart 4: Types of short stories students expect to learn

Chart 3 indicates that 87.5% of students prefer short stories centered on familiar themes such as family and friendship, while 70% enjoy horror or detective genres Interestingly, the preference for shorter, simpler stories is nearly equal to that for longer, more complex narratives This trend suggests that weaker students in class 7A1 gravitate towards easier stories, whereas stronger students favor more challenging content Overall, this study on student preferences provides valuable insights for teachers, enabling them to select engaging short stories that capture students' interest and enhance their learning experience.

3.2.3.3 The activities students like most before reading a short story

Chart5: The activities students like most before reading a short story

Easier and shorter stories within one page

Longer and more difficult stories

Short stories with familiar topics like family, friendship…

Horror or detective short stories

Guess vocabularies in the context

Predict the plot of the story

Read aloud to the whole class

Translate the story into Vietnamese

According to the chart, 90% of students enjoy predicting the plot of a story before reading, as it enhances their engagement and comprehension Additionally, 75% find guessing vocabulary in context to be beneficial Meanwhile, 65% prefer translating the story into Vietnamese The least favored activity is reading aloud to the entire class, with only 57.5% participation, likely due to students finding it boring and struggling to maintain concentration while others read.

3.2.3.4 Students’ favorite activities while reading a short story

Table 4:Students’ favorite activities while reading a short story

In a recent analysis of student performance, it was found that 72.5% of students successfully answered comprehension questions, while 70% completed skill-drilling tasks Additionally, only 47.5% effectively listened to the teacher's explanations and took notes, and 57.5% were able to identify the main ideas of the story Furthermore, just 47.5% described the story's structure, including elements such as character and setting.

- Imagine to be one of the character

- Just read to find the detailed ideas of the story

- Look up the new words in the dictionary

The data indicates that students engage in various activities while reading short stories, with a strong preference for those that enhance their reading skills Notably, 72.5% of students enjoy answering comprehension questions, and 70% prefer skill-drilling tasks Additionally, over half of the students like identifying the main ideas of the story, while only 47.5% are interested in taking notes during the teacher's explanations or describing the story's structure Furthermore, a quarter of the students express enthusiasm for creative activities, such as generating new ideas or role-playing as characters In conclusion, students favor personalized approaches to reading, suggesting that teachers should encourage diverse activities to foster creativity.

3.2.3.5 Students’ favorite activities in the post-reading stage

Table 5: Students’ favorite activities in the post-reading stage

Items Percentage a Role play 87.5 b Make up new story with new ending 90 c Summarize and retell the story 62.5 d Discuss and express opinions and attitude towards the short story and its characters

The data indicates that students generally have a positive attitude towards post-reading activities, with the most favored being the creation of a new story ending (90%) and role play (87.5%) In contrast, only 57.5% of students enjoy discussing their opinions about the short story and its characters, while 62.5% prefer summarizing or retelling the story.

3.2.3.6 Students’ improvements after they have been taught with the use of short stories

Table 6: Students’ improvements after they have been taught with the use of short stories

Items Percentage a I can guess meaning of new words and phrases from the context 80 b I can answer comprehension questions quickly 87.5 c My reading speed is improved 52.5 d My vocabulary is enlarged 65 e Others

- I can enrich my background knowledge about people, animal, etc

- I feel more confident to talk in front of class

- My cooperation skill is improved

The data reveals that 87.5% of students feel confident in answering comprehension questions quickly, while 80% are able to infer the meaning of new words from context Additionally, there has been a significant enhancement in students' vocabulary and reading speed Notably, 17.5% of students report that learning reading skills through short stories has provided them with benefits beyond mere skills, including enriched background knowledge, increased self-confidence, and improved collaboration with peers These unexpected improvements are highlighted as particularly remarkable achievements by the author.

The overall aim of the questionnaire for teachers is to find out how the teachers at Nguyen Khuyen secondary school use short stories to teach reading skills

The population of this survey questionnaire is fifteen teachers of English at Nguyen Khuyen secondary school

3.3.3.1 Teachers’ frequency of using short stories to teach reading skill for students Chart6: Teachers’ frequency of using short stories to teach reading skill

CONCLUSION

Recapitulation

The research concludes that incorporating short stories into the curriculum significantly enhances students' reading comprehension skills and boosts their motivation and interest in the subject Students expressed enthusiasm for the short stories and actively engaged in various reading activities Test scores corroborated these findings, indicating that students taught with short stories outperformed their peers Additionally, teacher questionnaires revealed that educators frequently utilized group and individual work, employing diverse strategies such as vocabulary guessing, direct instruction of new words, story discussions, and role-playing to facilitate learning For assessment, teachers preferred multiple-choice tests to evaluate students' comprehension of the stories.

Pedagogical suggestions in using short stories in teaching reading skill

2.1 Strategies to improve comprehension skill

The following are some strategies which can be used effectively to develop students‟ comprehension skill by using short stories in reading classes

2.1.1 Encouraging the use of oral language

Engaging in activities that enhance speaking skills and listening comprehension is essential for building a strong foundation for understanding language Incorporating dedicated time for classroom discussions, conversations, and oral presentations fosters an environment conducive to language development.

Many educators implement jigsaw activities, where students first form expert groups to read a text and complete questions or charts Afterward, they reconvene in mixed home groups to share their insights and findings.

To foster oral language development, teachers should encourage students to discuss and articulate their ideas in their own words rather than merely reading from a text This can be achieved by having students rehearse their presentations while covering their notes, promoting active engagement In small groups, students can then share their thoughts with peers, who listen and take notes, enhancing collaborative learning Additionally, teachers can guide students to structure their speech by starting with a general claim or topic sentence, followed by supporting evidence, to improve coherence and depth in their communication.

To enhance student engagement in reading lessons, it is crucial to foster their interest and motivation from the outset Teachers should employ a variety of pre-reading techniques tailored to students' preferences, ensuring a flexible and effective approach Additionally, consistent reading practice is essential for developing comprehension skills Each class should create opportunities to capture students' interest in the materials and exercises, set clear objectives, and encourage independent reading When students recognize a personal need to read, the learning process becomes significantly easier.

Here are some suggested pre-reading techniques which hopefully can help to increase students‟ interest and motivation

- Using visual aids : teachers can show the meaning of the words visually through real objects, drawing, pictures, gestures and facial expressions

To effectively utilize a brainstorming web, each group should place the article's title at the center and appoint a group leader This leader is responsible for ensuring that all members communicate exclusively in English and contribute their ideas The group will fill in the web by writing down their existing knowledge about the topic and any predictions about the content of the passage Additional circles can be added as needed to capture all relevant thoughts and ideas.

Pre-reading questions should focus on the overall meaning and key points of a text, avoiding minor details These guiding questions must be straightforward and concise, allowing readers to engage with the material without feeling overwhelmed By emphasizing the main ideas, pre-reading questions can effectively prepare readers for comprehension and enhance their understanding of the text.

2.1.3 Providing practice in reading easy material

Effective comprehension development is best achieved through relevant practice Systematic exercises should include reading materials that align with the reader's experience and skill level Using inappropriate materials can hinder cognitive progress and result in faster recognition without true understanding.

Young readers often struggle with comprehension because they lack specific purposes when engaging with text Without a clear reason for reading, they lack the motivation to retain the information, leading to poor understanding of the material.

Introducing students to extensive reading can ignite their passion for learning English Engaging with a variety of reading materials allows them to experience the joy of reading in a different language Additionally, extensive reading enhances vocabulary, deepens language comprehension, and reinforces grammatical skills.

In order to motivate the students to have extensive reading habit, here below are some principles to keep in mind

- The reading material is easy enough

- There is a variety of reading materials on a wide range of topics

- Students can choose what they want to read

A limited vocabulary can hinder comprehension, making it essential to implement a vocabulary development program This program should focus on enhancing sight and independent word recognition, alongside fostering a deeper understanding of words.

Using word lists is an effective method for revising vocabulary, as it encourages student autonomy in learning Teachers should guide students in creating their own word lists, which should include each selected word's pronunciation, part of speech, meaning, collocations, and related forms By allowing students to choose their own words for each unit, they gain significant autonomy to set individual learning goals and work towards them in a structured manner This approach not only empowers students to select their vocabulary but also enables them to determine the most effective learning strategies for their needs.

2.2Suggested activities in teaching reading using short stories

Pre-reading, while reading, and post-reading activities are essential for enhancing students' reading experience and appreciation of stories These activities promote the development of language skills, critical thinking, cultural awareness, and creativity, allowing students to engage more deeply with the narrative.

Encouraging students to participate in pre-reading activities is essential for enhancing their reading comprehension, particularly for those with lower proficiency levels Research has shown that well-structured pre-reading tasks can significantly aid in understanding challenging texts, making it crucial to establish a clear purpose for reading.

Before the class activity, students must read a short story but are not permitted to reference it during the session The teacher instructs them to quickly review the story and underline impactful lines—words or expressions that resonate with them or provoke discomfort Following this, students are divided into groups to discuss their chosen lines Finally, each group presents their strong lines to the class, allowing the teacher to introduce new vocabulary and phrases found within these selections.

When students share impactful lines from a short story in class, they frequently choose similar excerpts, allowing teachers to guide them in recognizing the key qualities that enhance storytelling This collaborative analysis not only fosters a deeper understanding of narrative techniques but also enriches students' own writing skills.

Limitations of the study

This study focuses exclusively on a small group of seventh-grade students at Nguyen Khuyen Secondary School, rather than representing the broader population of Vietnamese students It specifically examines the integration of short stories as a method to enhance reading skills, without exploring other literary forms such as novels or dramas.

While the research could have focused on a more specific perspective, it aims to provide valuable insights to alleviate the challenges of finding supplementary materials and to enhance the engagement and relevance of English classes for students.

Suggestions for further study

There is still a considerable gap for future research related to the use of short stories in particular and literature in general in language classes

- Using short stories for lower or higher level students

- Using short stories to improve other language skills such as listening, speaking and writing for students

- Using other types of literary texts to teach language skills such as novels, articles and fairy tales

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APPENDICES APPENDIX 1: SOME STORIES USED IN THE STUDY

In a classic tale, three little pigs each constructed their homes with different materials The first pig chose straw, while the second opted for sticks, allowing them to finish quickly and spend their days singing and dancing due to their laziness In contrast, the diligent third pig dedicated his efforts to building a sturdy brick house, emphasizing the value of hard work and preparation.

A big bad wolf saw the two little pigs while they danced and played and thought,

The big bad wolf eagerly pursued two pigs, who quickly sought refuge in their homes He first attacked the house made of straw, effortlessly blowing it down and sending the frightened pig to seek safety with the second pig in a stick house However, the wolf soon followed and, with little effort, destroyed that house as well Terrified, the two little pigs fled to the safety of the third pig's sturdy brick house.

The big bad wolf attempted to blow down the sturdy house of the three little pigs but failed after hours of effort Undeterred, he tried to sneak in through the chimney, only to meet his demise when the clever third pig boiled a pot of water beneath it Ultimately, the wolf's relentless pursuit ended in tragedy, ensuring the safety of the little pigs.

The two little pigs now felt sorry for having been so lazy They too built their houses with bricks and lived happily ever after

The oxen and the lion

Once, two oxen were inseparable friends, spending every moment together One day, a lion spotted them and thought they would make a tasty meal Aware of their strength in unity, the lion devised a plan to separate them He lay under a tree, contemplating how to break their bond, realizing that their friendship was the key to their strength.

In a quiet conversation, the lion approached the black ox, stating, “I won’t attack you, but I have a question.” He inquired, “Which of you is stronger?” The black ox confidently replied, “We are both very strong.” However, the lion noted, “That’s not what the brown ox said.”

In a tale of rivalry, the black ox questioned the brown ox's claim of strength, fueled by a clever lion's deceitful words This led to a heated argument, as both oxen insisted on their superiority Their confrontation escalated into a prolonged battle, showcasing their strength, but ultimately left them both exhausted and weakened In the end, they chose to walk away from each other, having realized the futility of their fight.

The lion killed and ate the black ox first When he was hungry again, he killed and ate the brown ox

Read the text silently then answer the following questions:

In a struggling village suffering from a two-year drought, a weary traveler arrived seeking food Despite the villagers' lack of provisions, he proposed to make a delicious stone soup, requesting a pot and water As he added a washed stone to the pot, he suggested enhancing the soup with onions, prompting an old lady to contribute some The traveler then encouraged the villagers to add tomatoes, garlic, salt, and pepper, leading to a delightful aroma as more ingredients poured in, including a chicken Once the soup was ready, everyone enjoyed a hearty meal together, praising its wonderful taste After satisfying their hunger, the traveler retrieved the stone, washed it, and continued on his journey, leaving the villagers inspired by the power of collaboration.

Question 1: Choose the correct answer

2 The main characters in the story are

4 The villagers don‟t have food because

A It hasn‟t rained for years, so there is no harvest

5 The traveler took from his pocket

6 When villagers stomach was full, the traveler

A Put the white stone to his pocket

B Throw the white stone away

C Gave the white stone to the villagers

7 The word “wise traveler” in line 1 means

8 The word “share” in line 4 means

9 The word “tasty” in line 11 is opposite

10 A lesson to learn from the story is

A You can make soup with anything

B When people share, they can do or make a lot

C There is more in a stone than you think

Read the text silently then answer the following questions:

On a scorching day in a vast forest, a lion was peacefully sleeping when a mouse scurried across his face, startling him awake Enraged, the lion let out a fierce roar and captured the mouse, threatening to devour him As the lion held him firmly, the mouse desperately pleaded for mercy.

In a moment of desperation, the mouse pleaded with the lion for mercy, promising to repay the favor in the future The lion, amused and skeptical, couldn't fathom how such a small creature could ever be of assistance to him.

However, he let the mouse free

A hunter captured a lion in a large net, causing the lion to roar in distress Hearing the commotion, a mouse realized the trap was too large for him to cut alone, so he enlisted the help of his friends to free the lion Grateful for their assistance, the lion acknowledged that even a small mouse can provide a significant favor to a mighty lion.

Question 1: Choose the correct answer

B A lion and a mouse in a forest

C A hunter and a lion in a forest

2 The main characters in the story are

4 The lion roared angrily because

5 The lion was amazed because he thought that

A The mouse was too small to help

6 The lion could not cut the hunter’s net because

C He didn‟t have sharp teeth

7 The word “pled” in the line 3means

8 The word “ repay your kindness” in the line 4 means

C Help you when you need

9 The word “ do me a favor” in the line 10 means

10 The lesson to be learned from the story is

A All creatures, big or small are useful and important

B Strong people can do everything

C Weak people can do everything

APPENDIX 3: RAW RESULTS OF TESTS MARKS RAW RESULTS OF PRE-TEST MARKS

Score Number of testees Percentage

Score Number of testees Percentage

RAW RESULTS OF POST-TEST MARKS

Score Number of testees Percentage

Score Number of testees Percentage

APPENDIX 4: THE FOMULA OF MEAN, MEADIAN

- Definition:is the average which is calculated by adding a group of numbers and then dividing by the count of those numbers

 Median uses the following formula:

Where: (sometimes call the X-bar) is the mean

(the Greek letter sigma) is the summation

N is the number of scores

 Excel formula: AVERAGE(number1,number2, )

Note: Number1, number2, are 1 to 255 numeric arguments for which you want the average

- For example: calculating the mean of class 7A1 in pre-test

1 Click on cell C2 - the location where the mean will be entered

2 Click on the Formulas tab

3 Choose More Functions > Statistical from the ribbon to open the function drop down list

4 Click on MEAN in the list to bring up the function's dialog box

5 Highlight cells B2 to B41 in the spreadsheet to enter the range into the dialog box

6 Click OK.Then, the answer 4.775 should appear in cell C2 When you click on cell C2 the complete function = MEAN ( B2:B41 ) appears in the formula bar above the worksheet

The median is defined as the middle number in a set of values, where half of the numbers are greater than the median and half are less This statistical measure effectively represents the central tendency of a data set, providing a clear point of reference for understanding the distribution of values.

 Median uses the following formula:

Where: Mdn is the median

L is the lower limit of the interval containing the median

In statistical analysis, N represents the total number of scores, while the sum of frequencies up to the median interval is denoted as The frequency within the median interval is indicated by fw, and i refers to the size or range of that interval Understanding these components is essential for accurately calculating the median in a data set.

 Excel formula: MEDIAN(number1,number2, )

Note: Number1, number2, are 1 to 255 numbers for which you want the median

- For example: calculating the median of class 7A1 in pre-test

1 Click on cell C2 - the location where the median will be entered

2 Click on the Formulas tab

3 Choose More Functions > Statistical from the ribbon to open the function drop down list

4 Click on MEDIAN in the list to bring up the function's dialog box

5 Highlight cells B2 to B41 in the spreadsheet to enter the range into the dialog box

7 The answer 5 should appear in cell C2 When you click on cell C2 the complete function = MEDIAN ( B2:B41 ) appears in the formula bar above the worksheet.

- Definition:is a measure of how widely values are dispersed from the average value

 Standard deviation uses the following formula:

Where: x is the sample mean AVERAGE(number1,number2,…) n is the sample size

 Excel formula: STDEV(number1,number2, )

Note: Number1, number2, are 1 to 255 number arguments corresponding to a sample of a population

- For example:calculating standard deviation of class 7A1 in pre-test

1 Click on cell C2 - the location where the standard deviation will be entered

2 Click on the Formulas tab

3 Choose More Functions > Statistical from the ribbon to open the function drop down list

4 Click on STDEV in the list to bring up the function's dialog box

5 Highlight cells B2 to B41 in the spreadsheet to enter the range into the dialog box

7 The answer 1.34902624 should appear in cell C2 When you click on cell C2 the complete function = STDEV ( B2:B41 ) appears in the formula bar above the worksheet

APPENDIX 5: SURVEY QUESTIONNAIRE FOR STUDENTS

A study on using short stories in teaching reading skill at Nguyen Khuyen secondary school

This survey aims to explore your attitudes and opinions regarding the use of short stories in reading classes at Nguyen Khuyen Secondary School The collected data will solely be utilized for research purposes.

Thank you very much for your help

You assess your mastery in English as:

If you have any further explanation, please write at the end of the form

1 How are you interested in your teacher‟s use of short stories in reading class? a Not interested at all b Not very interested c Interested sometimes d Very interested

2 What types of short stories do you expect to learn? a Easier and shorter stories, just within one page b Longer and more difficult short stories c Short stories with familiar topic as family, friendship, animal, etc d Horror or detective short stories e Others

Students‟ attitude towards short stories

The pie chart reveals students' attitudes towards reading periods featuring short stories, showing that 70% of students enjoy incorporating short stories into their reading classes Additionally, 25% of students indicated a moderate interest in this approach, while a small minority of 7.5% expressed little to no interest in using short stories for learning.

Not interested at all Not very intersted Interested sometimes Very interested

3.2.3.2 Types of short stories students expect to learn

Types of short stories students expect to learn

Chart 3 indicates that 87.5% of students prefer short stories centered on familiar themes such as family and friendship, while 70% enjoy horror or detective genres Interestingly, the preference for shorter, easier stories is nearly equal to that for longer, more challenging ones This trend suggests that weaker students in class 7A1 gravitate towards simpler narratives, whereas stronger students favor more complex tales Overall, this study on student preferences provides valuable insights for teachers, enabling them to select engaging short stories that capture students' attention and foster a love for reading.

3.2.3.3 The activities students like most before reading a short story

The activities students like most before reading a short story

Easier and shorter stories within one page

Longer and more difficult stories

Short stories with familiar topics like family, friendship…

Horror or detective short stories

Guess vocabularies in the context

Predict the plot of the story

Read aloud to the whole class

Translate the story into Vietnamese

According to the chart, a significant 90% of students enjoy predicting the plot of a story before reading, as it can spark their fascination and facilitate comprehension Additionally, 75% of students find guessing vocabularies in context to be a valuable activity Translating the story into Vietnamese is also a popular choice, with 65% of students opting for this method In contrast, reading aloud to the whole class is the least favored activity, with only 57.5% of students participating, possibly due to its potential to induce boredom and distraction.

3.2.3.4 Students’ favorite activities while reading a short story

Table 4:Students’ favorite activities while reading a short story

In a recent assessment, students demonstrated varying levels of proficiency across different tasks: they scored 72.5% on answering comprehension questions, 70% on skill-drilling tasks, and 47.5% on listening to the teacher's explanations and taking notes Additionally, their ability to identify the main ideas of the story was at 57.5%, while their understanding of the story's structure, including characters and setting, was also at 47.5%.

- Imagine to be one of the character

- Just read to find the detailed ideas of the story

- Look up the new words in the dictionary

The data indicates that students engage in a variety of activities while reading short stories, with a strong preference for those that enhance their reading skills Notably, 72.5% of students enjoy answering comprehension questions, and 70% prefer skill-drilling tasks Additionally, over half of the students like identifying the main ideas of the stories, while only 47.5% are interested in taking notes on the teacher's explanations or describing story structures Furthermore, a quarter of the students express enthusiasm for creative activities, such as generating new ideas or role-playing as characters Overall, most students favor personalized approaches to reading, suggesting that educators should encourage diverse activities to foster creativity.

3.2.3.5 Students’ favorite activities in the post-reading stage

Table 5: Students’ favorite activities in the post-reading stage

Items Percentage a Role play 87.5 b Make up new story with new ending 90 c Summarize and retell the story 62.5 d Discuss and express opinions and attitude towards the short story and its characters

Students exhibit a positive attitude towards post-reading activities, with 90% favoring the creation of new story endings and 87.5% enjoying role play In contrast, only 57.5% prefer discussing their opinions on the short story and its characters, while 62.5% choose to summarize or retell the story.

3.2.3.6 Students’ improvements after they have been taught with the use of short stories

Table 6: Students’ improvements after they have been taught with the use of short stories

Items Percentage a I can guess meaning of new words and phrases from the context 80 b I can answer comprehension questions quickly 87.5 c My reading speed is improved 52.5 d My vocabulary is enlarged 65 e Others

- I can enrich my background knowledge about people, animal, etc

- I feel more confident to talk in front of class

- My cooperation skill is improved

The data reveals that 87.5% of students can quickly answer comprehension questions, while 80% are able to infer new words from context Additionally, students have significantly enhanced their vocabulary and reading speed Notably, 17.5% of students report that learning reading skills through short stories has not only improved their abilities but also enriched their background knowledge, boosted their self-confidence, and enhanced their collaboration skills with peers These unexpected improvements are highlighted as the most remarkable achievements by the author.

The overall aim of the questionnaire for teachers is to find out how the teachers at Nguyen Khuyen secondary school use short stories to teach reading skills

The population of this survey questionnaire is fifteen teachers of English at Nguyen Khuyen secondary school

3.3.3.1 Teachers’ frequency of using short stories to teach reading skill for students Chart6: Teachers’ frequency of using short stories to teach reading skill

A survey revealed that 40% of teachers never incorporate short stories into their reading classes, while two teachers frequently use them and three occasionally do Additionally, 60% of the educators primarily rely on textbooks as their main resource for teaching reading comprehension.

Never Rarely Sometimes Often Always

The data indicates that a significant majority of teachers (86.7%) prefer to conduct reading lessons as whole class activities, likely due to time efficiency and ease of student management While small group instruction is also beneficial for reading activities, the method of grouping is crucial, with nearly half of the teachers (46.7%) utilizing same-ability groups, while 66.7% opt for mixed-ability groups Additionally, individual work is recognized as an effective strategy, with over two-thirds of teachers consistently allowing students to engage in independent tasks.

Incorporating interactive reading activities can significantly enhance student engagement and comprehension Encouraging students to read aloud to the class achieved a 60% effectiveness rate, while prompting them to guess the meanings of unfamiliar words and phrases proved even more impactful, with an 86.7% success rate Additionally, asking students to identify character names in the story yielded a 73.3% effectiveness Furthermore, teaching various reading strategies, such as skimming, scanning, and self-monitoring, can further support students in developing their reading skills.

66.7 e Teach students new vocabulary systematically 80 f Others 0

Whole class activity Same-ability group Mixed-ability group Individual work

The data indicates that vocabulary instruction is a primary focus during pre-reading activities, with 86.7% of teachers consistently encouraging students to guess unfamiliar words and phrases Additionally, 80% of educators systematically teach new vocabulary, while 73.3% prompt students to identify character names from the story Nearly two-thirds of teachers also model various reading strategies, including skimming, scanning, and self-monitoring, during the pre-reading phase Conversely, the least favored technique is having students read aloud to the class, utilized by only 60% of teachers, likely due to concerns about time consumption and students' ability to concentrate during others' readings.

The article emphasizes the importance of comprehending a story by identifying its main ideas, with a perfect score of 100% It encourages readers to engage with the text by asking and answering questions, also achieving a full score of 100% Additionally, it highlights the ability to make predictions about future events in the narrative, which scored 66.7% Finally, it underscores the value of making generalizations and drawing inferences based on the content read, reinforcing the overall understanding of the material.

53.3 e Describe the structure (character, setting…) of the story 73.3 f Others 0

The data indicates that the most favored activities during the reading stage include identifying the main ideas of the story and engaging in question-and-answer sessions, both of which are consistently utilized by teachers in their reading lessons.

The least favored approach among teachers, utilized by 53.3%, is making generalizations and drawing inferences from reading material In contrast, over two-thirds of educators, specifically 66.7%, actively encourage students to describe story structures and make predictions during the while-reading stage.

Engaging with a text can be broken down into key activities: writing reflections on the content accounts for 33.3% of the process, while answering oral questions or summarizing the story is significantly more impactful at 80% Additionally, discussing and expressing opinions about the story and its characters enhances comprehension and encourages deeper engagement.

73.3 d Do a play or dramatization about what they have read 73.3 e Draw pictures or do an art project…about what they have read 20

In the post-reading phase, the predominant activity among teachers is answering oral questions or summarizing the story, with four-fifths of educators opting for this method Additionally, 73% encourage student discussions to express ideas and engage in role play related to the text A significant portion, one-third, also incorporates writing assignments to explore short stories, likely due to the challenge these tasks present to students Conversely, only 20% of teachers utilize drawing or art projects, possibly because they perceive these activities as difficult and time-consuming for students to complete.

The assessment of student comprehension includes various components: multiple choice tests account for 100%, while written responses to reading material contribute 26.7% Listening to students read aloud makes up 33.3%, and oral summaries or reports on their readings represent 60% Additionally, other assessment methods comprise 20%.

Class organization

The data indicates that a significant majority of teachers (86.7%) prefer to conduct reading lessons as whole class activities, likely due to time efficiency and easier student management While small group instruction is also beneficial, the method of grouping students is crucial, with nearly half (46.7%) opting for same-ability groups and 66.7% favoring mixed-ability groups for reading skills Additionally, individual work is a popular strategy, with over two-thirds of teachers consistently allowing students to engage in independent reading activities.

Incorporating effective reading strategies in the classroom can significantly enhance student engagement and comprehension For instance, having students read aloud fosters participation, with 60% of educators endorsing this method Encouraging students to deduce the meanings of unfamiliar words and phrases is highly effective, with an impressive 86.7% of teachers advocating for this approach Additionally, prompting students to identify character names in stories can boost involvement, as noted by 73.3% of instructors Finally, teaching various reading strategies, such as skimming, scanning, and self-monitoring, equips students with essential skills for independent learning.

66.7 e Teach students new vocabulary systematically 80 f Others 0

Whole class activity Same-ability group Mixed-ability group Individual work

The data indicates that vocabulary instruction is a primary focus in pre-reading activities, with 86.7% of teachers consistently encouraging students to guess unfamiliar words and phrases Additionally, 80% of educators systematically teach new vocabulary, while 73.3% prompt students to identify character names in stories Nearly two-thirds of teachers also introduce various reading strategies, including skimming, scanning, and self-monitoring during the pre-reading phase Conversely, the least favored method is having students read aloud to the class, utilized by only 60% of teachers, likely due to concerns about time consumption and students' ability to maintain focus during this activity.

The article emphasizes the importance of understanding a story by identifying its main ideas and engaging with the text through questions and answers, achieving a full comprehension rate of 100% Additionally, it highlights the value of making predictions about future events in the narrative, which is rated at 66.7% Lastly, it encourages readers to make generalizations and draw inferences based on their reading, reinforcing critical thinking skills.

53.3 e Describe the structure (character, setting…) of the story 73.3 f Others 0

The data indicates that the most frequently utilized activities during the reading stage are identifying the main ideas of the story and engaging in question-and-answer discussions, both of which are consistently employed by teachers in their reading lessons.

In contrast, only 53.3% of teachers prefer making generalizations and drawing inferences based on reading material Meanwhile, over two-thirds, or 66.7%, encourage students to describe the story's structure and make predictions about future events during the while-reading stage.

Incorporating various engagement strategies, readers can enhance their comprehension and retention of the material Writing about what they have read contributes to 33.3% of their understanding, while answering oral questions or summarizing the story significantly boosts this to 80% Additionally, discussing and expressing opinions about the story and its characters fosters deeper connections and insights, enriching the overall reading experience.

73.3 d Do a play or dramatization about what they have read 73.3 e Draw pictures or do an art project…about what they have read 20

In the post-reading phase, the most favored activity among teachers is answering oral questions or summarizing the story, with four-fifths of educators opting for this method Additionally, 73% of teachers encourage students to discuss their ideas and engage in role-playing based on the reading material Writing assignments are utilized by one-third of teachers to explore short stories, likely due to the challenge they present to students Conversely, only 20% of teachers incorporate drawing or art projects, possibly because they perceive these tasks as difficult and time-consuming for students to complete.

In evaluating students' comprehension of the story, various assessment methods are utilized, with multiple choice tests accounting for 100% of the evaluation Written responses, which require students to articulate their understanding in paragraph form, contribute 26.7% Additionally, listening to students read aloud represents 33.3% of the assessment, while oral summaries or reports on their reading comprise 60% Other methods make up the remaining 20% of the evaluation criteria.

The data indicates that all teachers prefer using multiple-choice questions to evaluate students' reading comprehension skills Listening to students provide oral summaries of their readings is also a widely used method, employed by 60% of educators In contrast, only one-third of teachers assess comprehension through students reading aloud Additionally, 26.7% of teachers evaluate students based on the length of their written responses to reading assignments Some educators propose alternative assessment methods, such as having students write short answers about the stories or engaging in discussions about their readings and related work.

This chapter analyzes various instruments, including pre-tests, post-tests, and questionnaires for both students and teachers, to address the two research questions The following chapter will provide a comprehensive summary of the entire study.

The research findings indicate that the use of short stories significantly enhances students' reading comprehension skills and boosts their motivation and interest in the subject Students expressed enthusiasm for the reading activities involving short stories, leading to improved test scores compared to their peers Additionally, teacher questionnaires revealed that educators often utilized group and individual work, incorporating various activities such as vocabulary guessing, direct vocabulary instruction, and discussions about the stories For assessment, teachers typically employed multiple-choice tests to evaluate students' comprehension of the material.

2.Pedagogical suggestions in using short stories in teaching reading skill

2.1 Strategies to improve comprehension skill

The following are some strategies which can be used effectively to develop students‟ comprehension skill by using short stories in reading classes

2.1.1 Encouraging the use of oral language

Engaging in activities that enhance speaking skills and listening comprehension is essential for building a strong foundation for understanding language Incorporating time for classroom discussions, conversations, and oral presentations will significantly contribute to this development.

Many educators implement jigsaw activities where students first form expert groups to read a text and answer questions or complete charts After this, they regroup into mixed home groups to share their insights and findings.

Many students miss opportunities for oral language development by simply reading aloud copied text To address this, teachers should encourage students to discuss and express their ideas in their own words before writing After rehearsing their points, students can share their insights in small groups, referring to their notes briefly before covering them again to promote active listening and note-taking among peers Additionally, teachers can guide students to speak in structured paragraphs, beginning with a general claim or topic sentence and supporting it with evidence, enhancing their communication skills.