(Skkn 2023) applying retelling technique in teaching postreading in tieng anh 10 (global success) at dien chau ii high school

NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT DIEN CHAU II HIGH SCHOOL TEACHING INITIATIVE TOPIC: APPLYING RETELLING TECHNIQUE IN TEACHING POSTREADING IN TIENG ANH 10 (GLOBAL SUCCESS) AT DIEN CHAU II HIGH SCHOOL Scope: Theory and Methodology of Teaching English AUTHOR: NGUYEN THI THUY GROUP: ENGLISH SCHOOL YEAR: 2022-2023 TEL: 0931362263 TABLE OF CONTENTS PART I INTRODUCTION 1 Rationale Limit of the study Research Methodology Research questions .2 Organization of the Study………………………………….…… PART II THE CONTENT Chapter THEORETICAL AND PRACTICAL BACKGROUND 1.1.Theoretical background 1.1.1The definition of reading comprehension .4 1.1.2 The techniques for developing reading skills 1.2.Practical background……………………………….…………… 1.2.1.The roles of the teachers .5 1.2.2.The roles of students………………………………….………… 1.2.3.stages of teaching reading………………………………………… 1.2.4.Difficultiesin teaching reading comprehension………………… .7 1.2.5.General views on post-reading activities……………………… 1.3 The current situation of teaching reading comprehension in Tieng Anh 10 (global success) at Dien Chau High School 1.3.1 To students ……………………………… 1.3.2 To teachers………………………………… 11 1.3.3 Some difficulties in teaching post- reading…………………… 11 Chapter METHODOLOGY………………… 14 2.1 Participants……………………………………… 14 2.2 Research Instruments………………………………………… 14 2.2.1 Questionnaire……………………………… 14 2.2.2 Class Observation…………………………………… 15 2.2.3 Tests……………………………………… 15 2.3 Data Collection Procedure………………………… 15 Chapter THE SOLUTION………………………………… 16 3.1 Retelling Technique ………………………………… 16 3.2 The types of retelling technique:……………………………… 17 3.2.1 Types of Retelling and the Implementation……………………… 17 3.2.2 Benefit of Retelling Technique: 18 3.3 How to apply Retelling technique in teaching post-reading in Tieng Anh 10 (global success)………………… …………… 18 3.4 Applying retelling techniques in post- reading in some Units with Tieng Anh 10- global success………………………… 20 3.5 Demonstrations of some activities in classes after applying the retelling strategy……………………………… 24 3.5.1 the classroom observation………………………………………… 24 3.5.2 Students’ papers collections……………………… 27 3.5.3 Students’ presentations……………………………………… 27 3.6 SURVEY THE URGENCY AND FEASIBILITY OF PROPOSED SOLUTIONS 33 Chapter 3: FINDINGS AND DISCUSSION……………………………… 38 PART III: CONCLUSION………………………………………… 42 REFERENCES……………………………………………………… 43 APPENDIXIES………………………………………………… 44 PART I: INTRODUCTION The rationale Many teachers at high schools in Viet Nam realized that reading is a skill which helps students not only to gain knowledge but also furthers the development of other language skills In general, English at school attempts to develop four language skills listening, speaking, reading and writing taught in secondary school One of the most important skills among those four skills is reading skill It is very important in the process of learning because reading in English helps the students learn to think in English, build English vocabulary, can encourage the students to focus on grammar or punctuation and makes them more comfortable writing in English This is the first year I have taught the new textbook Tieng Anh 10- global success to the 10th form students I have met a lot of difficulties The biggest challenges emerge from teaching reading comprehension My colleagues in my school have the same problems We usually find it difficult and hard to teach in reading lessons, especially in post- reading stage Despite the teachers’ efforts, the students’ reading skills are disappointing Most of the students not understand the texts and not complete the reading tasks well If those difficulties are not found out and no solutions to overcome are given, it is certain that reading lessons cannot be successful and it even becomes worse This has a great effect on students’ learning result Therefore, the success of teaching reading depends on the techniques used by the teacher The techniques for the students to learn reading English should be suited with the method and the approach as well There are many techniques to teach reading English Those techniques can be divided into three namely controlled technique, semi controlled techniques, free technique Through to technique in semi controlled, retelling technique is one of the best and most efficient strategies for discovering whether the students understand what he or she has read Retelling technique is process of re-memorizing what students listened to and read Some studies shows that retelling technique has many advantages According to Mulholland in her article (2018) states that retelling provides an opportunity for readers to process what they have read by organizing and explaining it to others Retelling technique develops student’s story grammar because they must identify crucial points and the support information It encourages interacting with the text from a variety of perspectives: their own, their audience’s, and the author’s Besides, retelling supports good reading because students must engage in repeated readings of the text, which supports fluency Based on the advantages of retelling and the students enjoy when they retell what they read Especially it is suitable for teachers to teach post- reading stage Based on background above, the writer wants to describe how retelling technique applied in teaching post- reading in reading comprehension skill with Tieng Anh 10 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an (Global Success) in the second semester The writer takes the title “Applying Retelling technique in teaching post-reading in Tieng Anh 10 (Global Success) at Dien Chau high school.” Objectives of the Study This study intended to get solution and description of the problem through analysis and study that have been previously mentioned in the research problems, they are: To describe the teacher preparation in teaching post- reading using retelling technique in Tieng Anh 10 To describe the application retelling technique process in teaching reading comprehension To describe problems faced by teacher in teaching reading comprehension using retelling technique To show the advantages of using Retelling technique in teaching post-reading Limitation of the study: This study is limited to: - the 10th form students at Dien Chau High School; - the teachers of English at Dien Chau High School; and - reading comprehension in the textbook “Tieng Anh 10- Global success” Methods of the study To achieve the aims mentioned above, quantitative and observatory method is used, and the following tasks are involved: - Collecting data for the analyses is from learners of classes: 10C1, 10C3 - Assessing what difficulties are dominant - Evaluating what techniques are best fit Research questions: What is the benefits of retelling strategy in teaching post-reading? Do the retelling strategy help students to improve their reading comprehension? To what extent, if at all, retelling products show evidence of: increased confidence in reading? or increased confidence in oral (story telling)? Organization of the Study: The study is organized as follows: Part I: Introduction, presents the rationale for the study, the aims, research questions, scope and significance, methodology and organization of the study Part II: Content, consists of the following chapters: Chapter 1: Literature review, presents the theoretical background of reading skills Chapter 2: Research Methodology, focuses on the current situations of teaching Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an reading skills at Dien Chau High School, the participants, the instruments and data collection procedure Chapter 3: Solutions Chapter 4: Findings and discussions Part III: Conclusion: summarizes all the issues in the research and further suggestions Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART II: THE CONTENT Chapter THEORETICAL AND PRACTICAL BACKGROUND 1.1 Theoretical background 1.1.1 Definition of reading comprehension Reading comprehension is the ability to read text, process it and understand its meaning It relies on two, interconnected abilities: word reading (being able to decode the symbols on the page) and language comprehension (being able to understand the meaning of the words and sentences) When we make sense of a text, however, we don’t just remember the exact words and phrases we read Rather, we form a mental model of what the text describes by integrating the sense of the words and sentences into a meaningful whole, like a film that plays in our head Reading comprehension is a product of complex interactions between the properties of the text and what readers bring to the reading situation The readers must relevant their knowledge, word decoding ability, text-based and situation model-based differencing skills, competency with a variety of reading strategies, metacognitive skills, and so on Reading comprehension is a process in which the reader must decide linguistic symbol and reconstruct and reconstruct them up to a meaningful whole as intended by the writer Comprehension includes recognizing and understanding a main idea and related detail 1.1.2 The techniques for Developing Reading Skills Strategies are the tools for active, self-directed involvement that is necessary for developing communicative ability Strategies are not single event, but rather a creative sequence of events that learners actively use This definition underdoses the active role that readers take in strategic reading To achieve the desired results, students need to learn how to use a range of reading strategies that match their purpose reading According to Kellerman in Yazid ( 2009:13), a strategy is a wellorganized approach to a problem Paris, Wasik and Turner in Yazid (2009: 13) define "strategies" and "skills" accordingly: “Skills refer to information-processing techniques that are automatic, whether at the level of recognizing grapheme phoneme correspondence or summarizing a story Skills are applied to a text unconsciously for many reasons including expertise, repeated practice, and compliance with directions, luck, and naive use In contrast strategies are actions selected deliberately to achieve particular goals An emerging skill can become a strategy when it is used intentionally Likewise, a strategy can "go underground and become a skill Indeed, strategies are more efficient and developmentally advanced when they become generated and applied automatically as skills Thus, strategies are skills under consideration.” According to Paris, Wasiak and Turner in Yazid (2009: Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 13) there are some Strategies that can help students read more quickly and effectively, namely: Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension, using knowledge of the text type and purpose to make predictions about discourse structure, using knowledge about the author to make predictions about writing style, vocabulary, and content Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up 1.2 Practical background: 1.2.1 The roles of teachers: Being concerned with the roles of the teacher in teaching reading, Harmer (2001:213)gives an opinion that the teacher needs to create interest in the topic and task He also needs to work as an organizer, observer, feedback organizer and prompter *An observer: While students are reading, the teacher can observe their progress since it will give him valuable information about how well his students are doing individually or collectively and will tell him whether to give them extra time, or move to organize feedback more quickly than he has anticipated *A feedback organizer: When the students have completed the given tasks The teacher can lead a feedback session to check if they have completed the tasks successfully or not *A prompter: When students are reading the text, it is also necessary to draw their attention to the language features in that text He may direct his students to certain features of the text construction clarify ambiguities and make them aware of issues of the text structure which they have not come across previously In general, the teacher must be aware of what they need to in a reading lesson Playing their roles well will certainly help the teacher lead successful reading lessons 1.2.2 The Roles of the Students In communicative language teaching, the learners are regarded as the center of the lesson It is true in every reading lesson During the reading process the students play the roles of an active and creative listener and as well as reader In a reading lesson, students must take an active role as a listener They need listen Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an to the teacher’s instructions and explanation carefully to find out the way of recognizing information and the way of deducing new words or grammatical structures The students must also be active and flexible readers, it is wise if they work on their own during the reading process, make full use of the class time to read and the exercise to achieve a full understanding of the text It is necessary for them to find out suitable reading strategy and use their background knowledge to fulfill their tasks because the significance of the text as well as the information is not always directly stated in printed pages ▪ In summary, teacher and students are interrelated to each other during the process of teaching and learning reading skills 1.2.3 Stages of teaching reading: This study focuses on teaching reading comprehension strategies which are divided into three reading stages proposed by some scholars, this includes: pre-reading stage, while reading stage and post reading stage: Pre-reading Stage According to Williams (1984: 37) The purposes of the pre-reading stage are: - To introduce and arouse interest in the topic - To motivate learners by giving a reason for reading - To provide some language preparation for the text Normally, pre-reading phase often lasts from two to ten minutes depending on each lesson Several techniques, as suggested by To et al., (2006: 158) are: using pictures, predicting from the titles, guessing and brainstorming to see what students have already know In general, in the pre-reading stage, it is necessary to get a good preparation for students, provide them the sense of what they are going to in their reading lesson While-reading Stage While-reading stage is the main part of a reading lesson Without this stage, the students will lose the chance to deal with the text to understand the writer’s purpose and clarify the text’s content in detail William (1984: 38) points out the aims of the while-reading stage: -To help understanding of the writer’s purpose -To help understanding of the text structure -To clarify text content Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Post-reading Stage The post-reading stage is the final but not the less important stage of a reading lesson because it is time for students to apply what they have got from the text into real life communication In other words, it is the time for students’ production What they produce will reflect how well they comprehend the text In William’s view (1984: 39), “the post-reading stage is aimed at consolidating or reflecting upon what has been said and relating the text to the learners’ own knowledge, interests or views” Normally, it takes ten or fifteen minutes to complete all activities at this stage In conclusion, the above-mentioned stages are essential for a reading lesson However, it is not necessary to carry out all these stages mechanically on every occasion Depending on the purposes of each reading lesson, the teacher may apply these stages as well as allocate time for each stage appropriately 1.2.4 Difficulties in teaching reading comprehension: In reading, it is not easy for a student to be successful in learning reading, because there are many factors affect the success such as students’ habits, attitude, motivation, exposure to the target language, textual characteristics, the way reading is taught, and the teacher’s classroom techniques or learning environment, etc Reading skill problems; Language problems; Cultural background knowledge 1.2.5 General views on post-reading activities 1.2.5.1 Definitions of post-reading activities As language learning involves the acquisition of thousands of words, teachers and learners alike would like to know how vocabulary learning can be fostered, especially in EFL settings where learners frequently acquire impoverished lexicons, despite years of formal study Research indicates that reading is important but not sufficient for second-language vocabulary learning, and that it should be supplemented by post-reading activities to enhance students' vocabulary knowledge Post reading activities play an important role in language teaching and learning There are many reasons for its being important 1.2.5.2 Types of post-reading activities: Post-reading activities also included: Answering higher order thinking questions, as part of a game called "Book Wheels" Role play Retelling Mock interviews in which one student portrayed a character in the story that other students would then interview Adding new words encountered while reading to a personalized vocabulary notebook (Ho & Wong, 2001) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn