(Skkn 2023) utilizing graphic organizers to improve reading comprehension skill for the grade 11th students at nghi loc 2 high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING -  BBBBB PERSONAL EXPERIENCE UTILIZING GRAPHIC ORGANIZERS TO IMPROVE READING COMPREHENSION SKILL FOR THE GRADE 11TH STUDENTS AT NGHI LOC HIGH SCHOOL SUBJECT: ENGLISH Nghệ An, 2023 TABLE OF CONTENTS A INTRODUCTION 1 Reasons for the study The objectives of the study The method of the study The scope of the study The design of the study B INVESTIGATION I THEORETICAL BACKGROUND I.1 Reading Comprehension I.1.1 The definitions of reading comprehension I.1.2 Types of questions in reading comprehension I.2.Graphic Organizers I.2.1 Definition of Graphic Organizers I.2.2 Types of Graphic Organizers I.2.2.4 -KWL Graphic Organizer 11 I.2.3.The advantages of Graphic Organizers to reading comprehension 11 I.2.4 How to Create a Graphic Organizer 13 I.2.5 How to Use Graphic Organizers Effectively 13 II PRACTICAL BACKGROUND 15 II.1 A description of the objects 15 II.2 Some difficulties of students and teachers in learning and teaching reading comprehension skill at Nghi Loc high school 15 II.2.1.The students’ difficulties 15 II.2.2 The teachers’ difficulties 16 II.3 An overview about teaching and learning reading comprehension skill to grade 11th students at Nghi Loc high school 16 II.4 Contents of reading lessons in the English 11th form textbook 17 III THE SOLUTIONS 18 III.1 The necessity of the Solutions 18 III.2 Solutions 18 III.3 Survey of urgency and feasibility 18 III.3.1 Aims of the survey: 18 III.3.2 Contents and methods of survey 19 III.3.3 Sample and sampling 19 III.3.4 Instruments for collecting the data 19 III.3.5 Objects of survey 20 III.3.6 The result of the survey 20 IV RESULTS AND DISCUSSION 22 IV.1 Results of the study 22 IV Discussion 23 C CONCLUSION 25 Conclusion: 25 Some Suggestions 25 2.1 For English teachers 26 2.2 For the students 26 REFERENCES 27 APPENDICES A INTRODUCTION Reasons for the study Nowadays, with the tendency of globalization and integration, English plays the role of an effective international communicative language Therefore, learning English has been considered a very important duty of many students One of the most important skills in learning English as well as other languages is reading Moreover, dealing with students at high school for several years, I also find out the fact that many students can write and speak English very well but they can not reading text correctly Through classroom observations at Nghi Loc school, I find that in reading lesson, my students often have difficulties in identifying explicit information in a text, and comprehending the text as they lack of vocabulary; they are also unable to find main idea in a paragraph as well as to infer the meaning of the text Students have to take a GCSE examination after three years In this test, there are two reading comprehension exercises which accomplish a large propotion of score Therefore, applying GO will help students get higher score in the exammination Furthermore, graphic organizers are considered as wonderful techniques to make students actively engaged in their learning Because organizers include words, visual images, illustrative shapes, meaningful labels and logical displays, they are effective for a variety of students with different language levels and different multiple intelligences, especially for those with a visual modality preference Using graphic orgnizer can help teachers to create contexts in which the language is useful and meaningful Therefore, it is hoped that this study will be significant for both teachers and students of English In addition, it will become a good source reference to those who concern for reading teaching Particularly, this study is carried out with the hope to provide teachers knowledge about using graphic organizers which can be used to help students learn English effectively Hopefully, it can help students to improve reading skill as well as the teachers to upgrade their teaching method These reasons have given me a desire to a research entitled “utilizing graphic organizers to improve reading comprehension skill for the grade 11th students at Nghi Loc high school” The objectives of the study - To study different types of GO - To study the way how to apply GO in teaching reading comprehension - To give some solutions to teaching reading skill in order to help students in Nghi loc school to the reading test more easily and correctly The method of the study - Collecting information - Analysing data - Doing survey The scope of the study Based on the background and identification of the theme, the study is limited on teaching reading comprehension to the students in grade 11th by using graphic Organizers The research was conducted at my workplace- at Nghi Loc high school The subject consists of 41 students who come from class 11A1 , school year 2022-2023 The design of the study The research study is organized into three parts as followed: Part supplies basic information including the reasons, objectives, methods, scope and design of the study Part studies the theory of reading comprehension, graphic organisers , types of graphic organisers, and their advantages in teaching and learning reading comprehension as well as deals with some difficulties faced by teachers and students I also mention some solutions and surveys Part deals with the result analysis as well as the discussion of the data and draws the conclusion, and give suggestions B INVESTIGATION I THEORETICAL BACKGROUND I.1 Reading Comprehension I.1.1 The definitions of reading comprehension According to Merisuo and Storm (2006), reading comprehension is a complex process: the reader constructs meaning by interacting with text using his or her previous knowledge and experience and the information that can be found in the text According to Grellet (1998: 3), reading comprehension is understanding written text or extracting the required information from it as efficiently as possible In addition, White (1997: 22) states that comprehension involves recognizing the significance of the message, understanding the intentions of the writer, and going beyond what is written to guest at hidden, unstated or implied meaning Moreover, Howel (1993: 182) writes that comprehension is the act combining information in passages with prior knowledge in order to construct meaning From the theories above, it can be concluded that reading comprehension is a complex process in which the reader interacts with the text and employs his/her previous knowledge, experience and information to extract the significant inform ation, understand the intentions of the writer, and goes beyond what is written to guess at hidden, unstated or implied meaning on the text I.1.2 Types of questions in reading comprehension Reading comprehension is a crucial part of the verbal section in GRE If your aim is to score high in the verbal section then you must practice the reading comprehension questions rigorously Despite the fact that the sections included under comprehension relate to various topics, the questions posed under them follow some distinct patterns I.1.2.1 Factual Questions For answering these types of questions, look for the keyword or phrase in that question, and locate the sentence in the passage in which this keyword or phrase occurs ‘Explicit answer’ questions under passage will generally be sequential, implying that the response to a previous question can be found in an earlier part of the paragraph, and the answer to a later question can be found in a later part of the paragraph.For example, The passage suggests that the proliferation of ragwort was particularly illtimed because it… I.1.2.2.Primary Idea Questions: Spears (2000: 17) defines main idea as the author’s main point, a sentence, or perhaps two that state what the whole thing is about The main idea may take place in the beginning of the paragraph, the end of the paragraph, combination between the beginning and the end of the paragraph, or even omitted from the entire paragraph The main idea of a passage is one that is mentioned frequently in the passage The indication of the primary purpose of the passage will usually be found in the first two sentences of the passage, and also in the first sentence of each paragraph While attempting to answer a ‘Primary Idea’ question, it is frequently conceivable to show up at the right answer through a procedure of elimination of the wrong answers.For example, The passage is primarily concerned with discussing the… I.1.2.3 Inference Questions: The inference you are asked to draw from a piece of information contained in the passage will be just a simple logical extension For answering an ‘inference’ question also, you should first identify the keyword or phrase in the question, locate the sentence in which that keyword or phrase occurs, and read three consecutive sentences in its neighborhood This question type can be a little bit tricky to answer the question However, it can be conquered by practicing more and more questions.For instance, It can be inferred that the “present-day intellectuals” (line 12) believe that… I.1.2.4 Tone of the Author Questions: These questions ask you to gauge the author’s attitude towards a person or a thing or a quality discussed in the passage With just scanning the multiple-choice answer options, phrases that are very negative or disdainful in tone can be straightforwardly eliminated, so the choice can be limited to only a few The answer choices to ‘tone of the passage’ questions may sometimes use a less familiar term to express the same idea, and could also be a test of your vocabulary For example, The tone of the passage can best be described as… I.1.2.5 Draw Conclusion Questions: This kind of question poses to you to stretch out the author’s thinking to another circumstance that is closely resembling or like the one depicted in the paragraph, and afterward decide if the reasoning would or would not work in that circumstance These questions are the most difficult ones, and you have to carefully evaluate the answer choices and determine which one among them is analogous to the idea referred to from the given passage For example, Which of the following describes a situation most analogous to the situation described in lines 12-17? I.1.2.6 Exception Questions: In these types of questions, three of the four choices will logically follow from an argument of the author while one will not You will be asked to mark the choice that is not stated These questions are comparatively easy to answer For instance, Each of the following is mentioned in the passage as an element of Douglass’ ideology EXCEPT I.1.2.7 Source Questions: Such questions are likewise in the idea of inference and can be addressed effectively based on the substance of the passage.For example, The above passage is most probably an extract from… Spears (2000: xxvi) states there are eight important reading comprehension skills that help learners to read more systematically They are comprehending the main idea, determining the author’s purpose, distinguishing between the main idea and supporting details, making inference, distinguishing facts and opinion, analyzing structure, annotating, paraphrasing and summarizing The main concern of the research is about how to find the main idea, explicit information, vocabulary, and inference Therefore, I would like discussing further on those aspects: I.1.2.8 Vocabulary questions According to Schwartz and Raphael (1985: 39) vocabulary is the knowledge of words and words meaning Knowledge of words is critical to reading comprehension, because it support to comprehension Students are expected to learn the meaning of new words They acquire these words by reading books, magazine, newspaper or hearing them read aloud from books by other I.1.2.9 Inference McNeil (1992: 77) defines inference as the derivation of some idea that is not directly stated To infer, Caroll in McNeil suggests that there are three important ways to infer They are from subtleties of verbal expression, reasoning, making involvement of the reader’s experience to determine how the character in the text might feel I.2.Graphic Organizers I.2.1 Definition of Graphic Organizers There are many definitions about graphic organizers Among them are from Bromley et al, Sousa, and Zwiers Bromley, et al (1995:7) define graphic organizer as a visual representation of knowledge It is a way of structuring information, of arranging important information aspects of a concept or topic into a pattern using label Besides, Sousa (2005:192) states that graphic organizers as valuable tool for organizing and representing knowledge and for illustrating relationship between concepts In addition, Herley in Zwiers (2004:17) states that graphic organizers are drawings that use geometric shapes or tables to show connections between pieces of informat ion I.2.2 Types of Graphic Organizers I.2.2.1 -Venn Diagram Graphic Organizer A Venn Diagram is used to compare information In the example below whales and guppies are compared to each other Whale characteristics are listed on the left and guppy characteristics on the right In the middle, shared characteristics are displayed I.2.2.2-Hamburger Graphic Organizer A Hamburger Graphic Organizer can be used to collect important points from a story (fiction or non-fiction), lecture, play, movie, etc., in sequential or chronological order Template - Story Summary Graphic Organizer To read a story effectively, students are always asked to conclude the key elements, such as the characters, main idea, setting, theme, etc This story summary graphic organizer lets students fill in the blank areas of the key story elements, and help them understand the story or passage completely It's designed with cute graphics like tree, house and stars that students like, which will increase their study interest Template - Story Elements Graphic Organizer Student needs to learn the elements of a story in order to understand and know what is happening throughout the story This is one of the most common ways to help students practice there reading comprehension skill Students can record the main elements of a story in this story elements graphic organizer Template - The 5W's Chart In order to help students understand a story thoroughly, assign them to complete a 5Ws Chart like below Complete the chart of who, what, when, where and why Sometimes you need to add a "How" and make a "5Ws + H chart" English reading III.3.2 Contents and methods of survey - Contents: whether the solutions are imperative and feasible - Method: deliver students and teachers pieces of paper with some questions, let them tick on right column then collect and analysis III.3.3 Sample and sampling The sample is drawn from two sources, from 41 grade 11th students and thirteen teachers of English who are teaching in Nghi loc and Nghi loc school Six teachers (100% of the teacher population) who have been teaching English in English group of Nghi Loc high school school and seven teachers from Nghi Lộc high school are invited to join the reseach Their ages ranged from mid twenty to nearly fifty III.3.4 Instruments for collecting the data Data are gained through the employment of two research instruments, namely, questionnaires and observation, which will be discussed in detail below III.3.4.1 Survey questionnaires The study will use a questionnaire survey research The written questionnaires raised will be appropriate for the purpose of the study They will focus on some situations dealing with giving feedback in English classrooms The first data collection instrument is two survey questionnaires (appendix 3: survey questionnaires for students, appendix 4: survey questionnaire for teachers), which served some main purposes of the study That is to find out the attitudes of both teachers and students in teaching and learning reading skill, their difficulties in procedure of teaching and learning reading, and, how to use these activities and students’reactions to these activities Collect the data, analysis the results as formula: total marks ((c1*1)+(c2*2)+ (c3*3)+ (c4*4)) (∑) = Total students or teachers who are asked ∑ = : not urgent/ not feasible ∑= < 3,2 : little urgent/ little feasible ∑ = 3,2, - 3,59 : urgent/ feasible ∑ = 3,6 - 4,0 very urgent/ very feasible 19 III.3.5 Objects of survey Objects Q Quantity St Students (grade 11) T Teachers 41 6 III.3.6 The result of the survey Parameter T No 1 2 3 S Solutions Select the appropriate graphic organizers for classroom usage Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) ∑ Not urgency Lilittle urgency Urgency Very urgency 5/41 35/41 3.8 0/41(students) 1/41 3.7 0/13(teacher) 1/13 2/13 3.7 0/41 2/41 10/41 3.4 0/13 2/13 10/13 29/41 6/13 5/13 3.5 0/41 4/41 10/41 27/41 3.6 0/13 2/13 4/13 7/13 13 20 4 Let students understand the context by associating with prior knowledge 3.3 0/41 3.6 /41 1/13 1/13 9/41 3/13 11/41 8/13 Based on the result of the study, I could see the urgency of the implementation of graphic organizer in teaching reading comprehension Most of students and teachers agree that applying the GO in teaching reading comprehension is very urgency They say that GO makes them understand the reading text more easily About 78 percent think that using GO is urgency and very urgency , and about percent have little urgency answer Only a few students consider that GO is not urgency The students became more interested and motivated to join the class as they were introduced a new technique that is GO The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well For students, two solutions Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) (3.5 points) and Let students understand the context by associating with prior knowledge (3.3 points) are urgent , the rest are very urgent (3.6- 3.9 points) For teachers, only the solution: Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts (3.4 points) is urgent The rest are very urgent ( more than 3.6) Survey of feasiblity T No Solutions ∑ Parameter Not feasible Little Feasible feasible Very feasible 1 Select the appropriate ap graphic organizers for classroom usage 2 3.7 3.5 Encourage students to learn reading 3.75 comprehension not only in the classroom but 3.8 0/41 (students) 0/13 (teachers) 3/41 0/41 1/41 8/41 0/13 21 0/13 0/13 4/41 6/13 2/13 34/41 7/13 32/41 11/13 3 4 also outside the classroom to make them more familiar with different written English texts Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) Let students understand the context by associating with prior knowledge 3.7 3.6 3.6 3.5 0/41 0/13 0/41 0/13 1/41 10/41 1/13 4/13 3/41 1/13 30/41 8/13 10/41 18 28/41 3/13 9/13 Based on the result of the study, I could identify the feasibility of the implementation of graphic organizer in teaching reading comprehension More than a half of students and teachers agree that applying the GO in teaching reading comprehension is very feasible The students became more interested and motivated to join the class as they were introduced a new technique that is GO Graphic organizers were effective to solve the students’ difficulties on reading comprehension, such as explicit information, vocabulary, main idea, and inference All of the students, nearly 99%, (3,6- points) think that Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) is very feasible For teachers, two solutions Select the appropriate graphic organizers for lassroom usage (3.5points) and Let students understand the context by associating with prior knowledge (3.5 points) are feasible The rest are very feasible IV RESULTS AND DISCUSSION IV.1 Results of the study To assess the students' improvement, I gave the students post test after applying GO and compared the score of the previous condition and those of the post test There were two sets of scores that I would like to compare between the previous condition and the post test There were the reading comprehension score of each and the score of specific skill in reading comprehension measured in this research The complete comparisons of reading comprehension score could be described in the 22 following table Items of reading questions Before applying GO After applying GO Identifying the main idea 46% 75% Finding the supporting details 50% 80% Dealing with vocabulary 45% 82% Dealing with Fact and opinion 53% 76% Making Inferences 38% 69% Basing on the table above, it can be concluded that there was improvement between students’ reading comprehension scores in preliminary research and the post test In identifying the main idea the pretest score is 46% and 75% in the post test with an increment of 29% In finding the supporting details, the score rises by 30% from 50% in the pretest to 80% in the post-test For the third type of question (vocabulary), there was a considerable increase of 37%, 45% and 82% in the pretest and in the post-test respectively For fact and opinion questions the score of pre-test is 53% and 76% in the post test with an increment of 23% For questions pertaining to making inferences, the improvement was also significant The data gave the score as 38% in the pre-test and 69% in the post-test Therefore, we can conclude that using graphic organizers while reading helps the students very much to comprehend a passage and to improve students’ reading comprehension performance IV Discussion The implementations of graphic organizers in teaching reading improve students’ reading comprehension Students are able to find explicit information of the text Here, the students are trained to identify the information in a text By doing that, the students are able to find information which is explicitly stated in a text Students are able to find the word meaning in a text Their skills improved as they were trained to reconstruct passage of the text into the graphic organizers Students are able to find main idea in a paragraph of the text Their skills improved during the process of teaching learning using graphic organizers They were trained to identify a problem and solution arising in a text By doing so, the students are able to find main idea in a paragraph of the text Students are able to infer the meaning of the text Their skills improved as they were trained to take a moral message or moral value of the text The improvement can also be concluded from their scores Before the use of graphic organizers their reading score was low but after the implementation of graphic 23 organizers, the score was much higher It can be concluded that there is improvement on the students reading comprehension skills as the scores are gradually up from pre-research to the post test The students became more interested and motivated to join the class as they were introduced a new technique that is GO The students were familiar with the text, so it encouraged the students to activate their background knowledge By activating their background knowledge, the students understood the text well The researcher and the teacher actively discussed before and after meeting Together, they made reflection and evaluation of teaching-learning process By so doing, it is hoped that it can improve teaching proficiency 24 C CONCLUSION Conclusion: No one can deny the usefulness and efectiveness of GO in teaching English reading comprehension It does not only help students to understand the text but also helps them answer all the questions correctly The very first part is introduction which introduces the reasons, the objectives, research questions and organization The second part – literature Review- briefly covered the theoris related to the study: theory of GO, theory about reading comprehension In this chapter, a quick look through the current situation of teaching and learning English in Nghi Loc school has been taken in order to understand the matter arisen Difficulties in teaching and learning English have also been investigated in this chapter To gain valuable and reliable information for the study, survey questionnaires and observation were employed as the method of the study The data collected from the two survey questionnaires and the observation in nine classes somehow reveal the teachers and the students’ attitude toward the use of GO in teaching and learning reading comprehension, the difficulties of teachers, students, and difficulties from syllabus, and objective factors were also mentioned These problems can be well- solved if teachers apply new teaching method In this thesis, the researcher has suggested some solutions for students and teachers in learning and teaching reading Overall, getting students to motivate and to feel reading lessons interesting is not easy ans simple However, doing this has become more and more important in language teaching Graphic organizers can improve students’ reading comprehension Furthermore, the classroom situation also improved fabulously It is also found that the students’ attitude toward reading is improved fantastically This study can be used as a reference for the teacher in improving the teaching quality by applying the suitable technique toward improving the students’ ability in reading Besides that, a teacher can apply graphic organizers in the writing class Considering the potential of graphic organizers in enhancing students’ skill in English, it is necessary for the teacher to learn about graphic organizers Some Suggestions Based on the previous experiences that the researcher gained during the action research, the researcher could give suggestions for betterment of students’ reading comprehension as follows 25 2.1 For English teachers To improve students’ reading comprehension, English teachers should: - Select and present material according to the students’ level and need - Check readability of the text that is going to be applied for teaching - Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts - Select the appropriate graphic organizers for classroom usage - Explain graphic organizers explicitly when teachers gave modeling phase 2.2 For the students To improve Students’ reading comprehension, students should: - Develop reading comprehension ability through forming reading habit to enrich students’ vocabulary mastery - Use actively all vocabularies that have been learned into different skills - Train a lot in reading using different genre of the texts - Monitor the comprehension by generating questions and explain back anything that has been learned - Don’t be shy to ask or consult a teacher or other related expert when having difficulty 26 REFERENCES Bromley, K., Irwin-DeVitis, L & Modlo, M (1999) 50 graphic organizers for reading, writing & more: Reproducible templates, student samples, and easy strategies to support every learner New York: Scholastic Professional Books Irwin-DeVitis, L and Pease, D (1995) Using graphic organizers for learning and assessment in middle level classrooms Middle School Journal, 26 (5), 5764 Langford, P A., Rizzo, S K., & Roth, J M (2003) Improving student comprehension in content areas through the use of reading strategies Illinois: M.A Research Project, Saint Xavier University and Skylight Professional Development (ERIC Document Reproduction Service No ED478769.) Chi Fan, Y (2010) The Effect of Comprehension Strategy Instruction on EFL Learners’ Reading Comprehension Asian Social Science, 6(8), 19-29 http://dx.doi.org/10.5539/ass.v6n8P19 Griffin, C C., & Tulbert, B L (1995) The Effects of Graphic Organizers on Students’ Comprehension and Recall of Expository Text: A review of the Research and Implication of Practice Reading and Writing Quarterly: Overcoming Learning Difficulties, 11(1) http://dx.doi.org/0.1080/1057356950110106 Anderson, N (1999) Exploring second language reading: issues and strategies Heinle & Heinle 53-56 Hoang Van Van, 2006, Eglish textbook 12, Education Publishing House 27 APPENDICES Appendix 1: The pre- test Passage1: Read the following passages and answer the following questions: Contrary to popular belief, one does not have to be trained programmer to work online Of course, there are plenty of jobs available for people with high-tech computer skills, but the growth of new media has opened up a wide range of Internet career opportunities requiring only a minimal level of technical expertise Probably one of the most well-known online job opportunities is the job of webmaster However, it is hard to define one basic job description for this position The qualifications and responsibilities depend on what tasks a particular organization needs a webmaster to perform To specify the job description of a webmaster, one needs to identify the hardware and software that the website the webmaster will manage is running on Different types of hardware and software require different skill sets to manage them Another key factor is whether the website will be running internally (at the firm itself) or externally (renting shared space on the company servers) Finally, the responsibilities of a webmaster also depend on whether he or she will be working independently, or whether the firm will provide people to help All of these factors need to be considered before one can create an accurate webmaster job description Webmaster is one type of Internet career requiring in-depth knowledge of the latest computer applications However, there are also online jobs available for which traditional skills remain in high demand Content jobs require excellent writing skills and a good sense of the web as a “new media” The term “new media” is difficult to define because it encompasses a constantly growing set of new technologies and skills, specifically, it includes websites, email, Internet technology, CD-ROM, DVD, streaming audio and video, interactive multimedia presentations, e-books, digital music, computer illustration, video games, virtually reality, and computer artistry Additionally, many of today’s Internet careers are becoming paid-by-the-job professions With many companies having to downsize in tough economic items, the outsourcing and contracting of freelance workers online has become common business practice The Internet provides an infinite pool of buyers from around the world with whom freelancers can contract their services An added benefit to such online jobs is that freelancers are able to work on projects with companies outside their own country of residence How much can a person make in these kinds of career? As with many questions related to todays evolving technology, there is no simple answer There are many companies willing to pay people with technical Internet skills salaries well above $70,000 a year Generally, webmasters start at about $30,000 per year, but salaries can vary greatly Freelance writers working online have been known to make between $40,000 and $70,000 per year What is the best title for this passage? A The definition of “new media” B Internet jobs C The job of Webmasters D People with Internet skills According to the passage, which of the following is TRUE of webmasters? A They work either independently or collaboratively B The duties they perform stay almost unchanged C Their jobs require a minimal level of expertise D They hardly support hardware and software products The word “identity” in paragraph is closest in meaning to A find out B pick up on C come across D look into The word “them” in paragraph refers to A websites B tasks C hardware and software D skill sets Which of the followings is NOT true about the job of the freelance writers? A It may involve working with foreign companies B It is considered a “content” job C There is a high demand for traditional skills D It requires deep knowledge of computer applications The word “downsize” in paragraph most likely means A dismiss workers B decrease salary new contracts C go bankrupt It can be inferred from the passage that A only well-trained workers are advised to work online B online workers can work full-time online C becoming a webmaster is really easy D workers with limited computer skills cannot make good money D win Appendix 2: The post- test Passage2: Read the following passages and answer the following questions: Despite widespread assumptions to the contrary, there is no prescribed pathway for the development of a society, no single model on which development strategies should be based.The Western model of development, conceived linear process involving largely economic factors, is often incompatible with the complex social, cultural and political dimensions of societies pursuing different goals, reflecting their own values The ideology of development has all too often tended to damage the social fabric and foundations- often rooted in traditions of communal solidarity- of the communities that have received “development aid” Just as no development strategy can be said to be culturally neutral, a culturally sensitive approach to development is the key to addressing the interlinked social, economic and environmental problems confronting the planet as a whole Cultural diversity - which emphasizes the dynamic interactions between cultures and sensitivity to cultural contexts - thus becomes a key lever for ensuring sustainable, holistic development strategies While the international community, in its attempts to operationalize the concept of sustainable development over the last two decades, has begun to acknowledge the role of culture in the development process, the cultural factor has yet to be fully integrated into the development equation The 1987 Bruntland Report of the UN Commission on Environment and Development (UNCED), entitled our Common Future, was seminal in its assertion that genuine development must be sustainable - denoting a form of growth “that meets the needs of the present without compromising the ability of future generations to meet their own needs" At the 1992 Earth Summit in Rio de Janeiro, sustainability was conceived in terms of the three pillars of economic viability, social responsiveness and respect for the environment These pillars have since served as the basis for important standard-setting instruments, Including the Convention on Biological Diversity (CBD) and the Nations Framework Convention on Climate on Climate Change (UNFCCC) The 2002 World Summit on Sustainable Development in Johannesburg went further by recognizing cultural diversity as a significant cross-cutting factor in sustainable development Cultural diversity must be seen as a cross-cutting (rather than as a separate, fourth pillar of sustainability), with an important role to play in all development projects, from poverty eradication and the safeguarding of biodiversity to resource management and climate change (Source http //unesdoc unesco org) It is stated in the first paragraph that A There is no single model on which development strategies should be based B The Western model of development has nothing to the complex societie C Complex societies are equally concerned with traditions and communal solidarity D The development of a society is dependent on its social, cultural and political dimensions The word "rooted" in the first paragraph is closest in meaning to A derived B came C originated D established Which of the following is true about cultural factor according to paragraph 2? A It has nothing to with sustainably economic development B It is the key to ensuring holistic development strategies C It has not been considered with respect to development at all D It has not been fully taken into account in development programs The word "acknowledge" in paragraph mostly means A to be aware of the significance of B to regonize the participation of C to increase the value of D to have understanding of The word "its" in paragraph refers to A development strategies B international community’s C cultural contexts’ D key lever’s Which of the following is true according to the passage? A It was not until 2002 that cultural diversity was fully regonized B Cultural diversity has been regonized for its significant role in sustainability C A development strategy should be always designed basing on cultural diversity D Cultural diversity helps ensure the success of development strategies and projects Which of the following can be inferred from the passage? A Cultural diversity has been a hindrance to sustainable development B Cultural diversity should serve as the key dimension of sustainable development C Cultural diversity sometimes gives strong foundation for sustainable development D Cultural diversity serves as abroad base dimension for sustainable development Appendix Survey of urgency Parameter T No Solutions 1 Select the appropriate graphic organizers for classroom usage 2 Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts 3 Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) 4 Let students understand the context by associating with prior knowledge Not urgency litle urgency Urgency Very urgency Appendix Survey of feasibility No Solutions 11 Select the appropriate graphic organizers for classroom usage Encourage students to learn reading comprehension not only in the classroom but also outside the classroom to make them more familiar with different written English texts 3 Clarify and organize information into categories (main idea, supporting details, topic sentence, facts, opinion, etc) 4 Let students understand the context by associating with prior knowledge Not Little feasible feasible Feasible Very feasible