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This study aims to enhance students‘ reading comprehension through the implementation of K-W-L strategy for the 10th grade students at Ham Rong High School.. Trang 4 LIST OF TABLES No Na
1 ACKNOWLEDGEMENT My study would not have been completed without the invaluable assistances and unflagging encouragement of many people First and foremost, I would like to express my great gratitude to Ms Le Thi Huong - MA, my supervisor‘s helps I am also grateful to him for spending time reading this thesis and providing useful suggestions and corrections, so I complete my study well Secondly, I would also like to express my thanks to the teachers and the grade tenth students who have actively participated in this study Last but not least, my thankfulness for my family and friends is immeasurable They have provided me with a great deal of support, direction, and encouragement during the process of writing my graduation paper 2 DECLARATION I declare that this thesis is my own work and has not been submitted in any form for another degree or diploma at any university or other institution of tertiary education Information derived from the published or unpublished work of others has been acknowledged in the text and a list of references is given Thanh Hoa, May 2023 Student Pham Thi Thao Van 3 ABSTRACT Reading is a dynamic process of catching the words' meaning and getting the text's information While reading is a very important part of an individual‘s personal and educational growth, it is the concept of comprehension that may be even more important Reading comprehension is a complex, multiple task ability Thus, reading interest is still a big problem with students in Thanh Hoa This study aims to enhance students‘ reading comprehension through the implementation of K-W-L strategy for the 10th grade students at Ham Rong High School The KWL strategy stands for what I know, what I want to learn, and what I did learn The purpose of K-W-L strategy is to offer construction for stimulating and building students‘ schemata, to create a determination of their reading, and to conclude what they acknowledged before This research this research applied, consisting of five stages: preliminary study, planning, implementing, observing, and reflecting The students were asked what they know about the topic, what they wanted to know about the topic and then what they learned from the text after they had read the written text Based on the findings of the study, this K-W-L strategy trained students to be brave to present in front of the class to share their ideas with their friends, and it also assured other students to keep on listening and appreciating their friends‘ comprehension of the text being studied It is, therefore, strongly suggested that the English teachers at High School use the K-W-L strategy to improve students‘ reading comprehension No Name 4 1 Table 1.1 2 Table 1.2 LIST OF TABLES 3 Table 1.3 4 Table 2.1 Content 5 Table 2.2 KWL strategy sheet 6 Table 2.3 The example of implementation of KWL strategy 7 Table 2.4 The students and weakness of KWL strategy 8 Table 3.1 The distribution of the 10th grade students of Ham Rong High School in the academic year of 2022/2023 9 Table 3.2 The sample of the experiment group (10C5) 10 Table 3.3 The sample of the control group (10C2) 11 Table 3.4 Research schedule 12 Table 3.5 Frequency distribution of pre test students‘ reading 13 Table 3.6 comprehension score of experimental class (10C5) 14 Table 3.7 The categorization pre test students‘ reading comprehension score in class 10C5 15 Table 3.8 Frequency distribution of pre test students‘ reading comprehension score of control class (10C2) 16 Table 3.9 The categorization pre test students‘ reading comprehension score in class 10C2 Frequency distribution of post test students‘ reading comprehension score of the experimental class (10C5) The categorization post test students‘ reading comprehension score in class 10C5 Frequency distribution of post test students‘ reading comprehension score of the control class (10C2) The categorization post test students‘ reading comprehension score in class 10C2 Class observation sheet in class 10C5 5 LIST OF DIAGRAMS No Name Content 1 Figure 1.1 Model of reading comprehension proces 2 Figure 3.1 The chart of reading ability of experimetal group and control group before the experiment 3 Figure 3 2 The chart of reading ability of experimetal group and control group after the experiment 6 PART 1: INTRODUCTION In this part, the researcher explains rationale of the study, aim of the sudy, research questions, scope and limitation of the study, methods of the study and design of the study 1 Rationale of the study Reading is one of important skills that should be acquired and learned by students in learning English Reading is not only used in teaching and learning process but also in daily activities, for example: reading a newspaper, magazine, book More importantly, reading functions as a tool to access information By reading, the students will get much information and knowledge that is very useful for them in learning process In addition, according to Nunan (2003), reading is a fluent process of readers combining information form a text and their own background knowledge to build meaning It means that it is an activity to find information and produce the meaning from sentences or paragraph that have read Furthermore, according to Hughes (2017), reading is complex interaction between the text, the reader and the purposes of reading, which are shape by the reader‘s prior knowledge and experiences, the reader‘s knowledge about reading and writing language community which is culturally and socially situated Reading is a complex activities activity that involves both perception and thought Reading consists of two related processes: word recognition and comprehension Word recognition refers to the process of perceiving how written symbols correspond to one‘s spoken language Comprehension is the process of making sense of words, sentences and connected text This comprehension comes from the interaction between the words that are written and how they trigger knowledge outside the text or message Readers typically make use of background knowledge, vocabulary, grammatical of knowledge, experience with text and other strategies to help them understand written text The goal of reading is comprehension Reading comprehension is the process of making meaning from text The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences There are basically two types of reading comprehension skills: concrete and abstract Concrete comprehension skills are the easier of the two to master They include the ability to answer questions when the information being asked is explicitly stated in the reading selection Concrete skills includes vocabulary, main idea, fact or opinion, sequencing, following directions and reading for details Abstracts reasoning includes inference, analysis, evaluation, drawing conclusions, and cause and effect; and requires the reader to draw on prior knowledge and processing to identify what is not explicitly stated In reading comprehension, the students not only read for comprehending or just answering the text but also should know the meaning of the text they read Reading without understanding seem useless Understanding the meaning for the chain of words, sentences, paragraphs which create a passage 7 is the purpose of reading When students cannot comprehend and understand the text well, they will find the difficulties to find the main ideas and the purpose of the text In fact, many students still found the difficulties to comprehend of text This condition also happened to students at Ham Rong high school Some of students did not understand what they read They read the text, but they were not able to identify and comprehend the text They could not answer the questions correctly because they had difficulties in comprehending the reading text Some difficulties faced by students studying English are: (1) the students lack of vocabulary and grammar; (2) The students‘ difficulty to understand the meaning of the text; (3) The students do not have good motivation in reading class because the students feel that reading activity is boring and not interesting So, most of students become passive and lazy to read exactly to read book To increase the students‘ reading comprehension, it needs appropriate technique and strategy helping them as solution for their problems By using a strategy in comprehending a text, it can make the teaching and learning process more effective and make students more active A strategy can be defined as a mental plan of action designed to achieve a specific purpose The strategy helps to improve reading comprehension as well as efficiently in reading In reading, there are many strategies that can be used to teach reading comprehension One of them is using Know-Want-Learned (KWL) strategy According to Marzano et al in John Barell (2003) state, ―KWL strategy known as a pre-reading strategy, this approach is effective in tapping into readers‘ prior knowledge, thereby preparing them for learning‖ In addition, according to Westwood (2001), the KWL strategy has subsequently been recommended in many reading methodology texts The strategy can be used with a class, a small group or an individual involves the preparations of a KWL chart Being a teacher of English in the future, I choose the topic: ―Implementing KWL technique to enhance reading skill for the 10th grade students at Ham Rong High School‖ for my graduate thesis to investigate reading skill learning situation and introduce KWL technique to improve reading skill for students at grade 10 at Ham Rong high school 2 Aims of the study The specific aims of this study are: - Investigate current situations in learnning reading comprehension of 10th grade students at Ham Rong high school - Examine the students‘ attitude toward KWL strategy - Know the effectivemess of KWL strategy to the grade 10th students at Ham Rong high school 3 Research questions There is a weakness in the English reading skill of students studying English as a specialized subject at Ham Rong high school They usually feel bored when 8 learning English reading skill so that they cannot get high scores on their tests The thesis mainly pays attention to answer three following research questions: a How are learning reading comprehension situation at Ham Rong high school? b What is the students‘ attitude towards KWL? c How effectively does KWL strategy help students improve reading skills? 4 Scope and limitation of the study The study is restricted to focus on using KWL strategy in enhancing reading skills The subject of the study is limited to the 10th grade students at Ham Rong high school 5 Methods of the study In order to examine the situations of teaching and learning reading skill at Ham Rong High school and suggest KWL technique, the following methods can be used in this research: - Data collection: experimental results, interviews, observations - Data analysis: This is used to result ensure validity and reliability All the comments, remarks, recommendations and conclusion provided in the study were based on the data analysis of the study 6 Design of the study This study includes three parts: - Part one: INTRODUCTION: In this chapter, the researcher explains rationale of the study, methods of the study and design of the study - Part two: DEVELOPMENT: This part has three following chapters: + Chapter 1: LITERATURE REVIEW: In this chapter, the researcher reviews theories and the previous study related to the main topic of this research + Chapter 2: METHODDOLOGY AND PRODURE: In this chapter, the researcher tries to present the way to classify the research and what methods the researcher chooses In this research, the researcher thinks that the method is an important thing The researcher explains the methods which is used in this research It contains data collection, type of research, technique of collecting the data and research schedule + Chapter 3: FINDINGS AND DISCUSSION: In this chapter, the researcher describes the results of interviews, observations and tests to analysis - Part three: CONCLUSIONS: The conclusion is a summary of the study, future directions for future research and limitations of the study 9 PART 2: DEVELOPMENT CHAPTER I: LITERATURE REVIEW In this chapter, the researcher reviews theories and the previous study related to the main topic of this research 1.1 Theoretical background of reading skill 1.1.1 Definition of reading According to Grabe and Stoller (2002), reading is the ability to draw meaning from the printed page and interpret this information appropriately The essential point in reading is to understand the information almost everyone can read but not everyone can read it correctly If they can understand the information and present it then they actually read Richards and Schmidt (2002) stated that reading perceives a written text in order to understand its contents This can be done silently (silent reading) The understanding that results is called reading comprehension Or saying a written text aloud (oral reading) This can be done with or without an understanding of the contents According to Hornby (1995), reading is act of one who read Reading is the skill or activity of getting information from books Based on explanation above, the researcher concludes that reading is a process to convey the message or information By reading, the reader will know what they read and challenged to response the ideas of the author In order to make the messages or information that comes from the author can be understood and comprehended easily by the reader 1.1.2 The traditional view of reading According to Dole et al (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability Having mastered these skills, readers are viewed as experts who comprehend what they read Readers are passive recipients of information in the text Meaning resides in the text and the reader has to reproduce meaning According to Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text He referred to this process as the ―bottom-up‖ view of reading McCarthy (1999) has called this view ―outside-in‖ processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader then taken in This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure Although it is possible to accept this rejection for the fact that there is over- reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place To counteract over- reliance on form in the traditional view of reading, the cognitive view was introduced 1.1.3 The cognitive view of reading The ―top-down‖ model is in direct opposition to the ―bottom-up‖ model According to Nunan (1991) and Dubin and Bycina (1991), the psycho-linguistic 10 model of reading and the top-down model are in exact concordance Goodman (1967; cited in Paran, 1996) presented reading as a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth Here, the reader rather than the text is at the heart of the reading process The schema theory of reading also fits within the cognitively based view of reading Rumelhart (1977) has described schemata as ―building blocks of cognition‖ which are used in the process of interpreting sensory data, in retrieving information from memory, in organizing goals and sub-goals, in allocating resources, and in guiding the flow of the processing system He has also stated that if our schemata are incomplete and do not provide an understanding of the incoming data from the text we will have problems processing and understanding the text Cognitively based views of reading comprehension emphasize the interactive nature of reading and the constructive nature of comprehension Dole et al (1991) have stated that, besides knowledge brought to bear on the reading process, a set of flexible, adaptable strategies are used to make sense of a text and to monitor ongoing understanding 1.1.4 The meta-cognitive view of reading According to Block (1992), there is now no more debate on "whether reading is a bottom-up, language-based process or a top-down, knowledge-based process." It is also no more problematic to accept the influence of background knowledge on both L1 and L2 readers Research has gone even further to define the control readers execute on their ability to understand a text This control, Block (1992) has referred to as meta-cognition Meta-cognition involves thinking about what one is doing while reading Klein et al (1991) stated that strategic readers attempt the following while reading: (1) Identifying the purpose of the reading before reading; (2) Identifying the form or type of the text before reading; (3) Thinking about the general character and features of the form or type of the text For instance, they try to locate a topic sentence and follow supporting details toward a conclusion; (3) Projecting the author's purpose for writing the text (while reading it); (4) Choosing, scanning, or reading in detail; (5) Making continuous predictions about what will occur next, based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages Moreover, they attempt to form a summary of what was read Carrying out the previous steps requires the reader to be able to classify, sequence, establish whole- part relationships, compare and contrast, determine cause-effect, summarize, hypothesis and predict, infer, and conclude 1.1.5 Types of reading Afflerbach, et al (2008) state that the balance between effortful intentional strategy use and automatic reading skills application is a central characteristic of successful reading; and that the main difference between strategies and skills is automaticity, which occurs quickly and without conscious decision on part of the