Using sketch noting as a reading strategy to motivate secondary students in learning reading comprehension luận văn thạc sĩ theory and method of english language teaching nguyen thi ngoc anh; ng h d dr t

Using sketch noting as a reading strategy to motivate secondary students in learning reading comprehension Luận văn Thạc sĩ Theory and Method of English Language Teaching. Nguyen Thi Ngoc Anh; Ng.h.d. Dr. T.pdfUsing sketch noting as a reading strategy to motivate secondary students in learning reading comprehension Luận văn Thạc sĩ Theory and Method of English Language Teaching. Nguyen Thi Ngoc Anh; Ng.h.d. Dr. T.pdfUsing sketch noting as a reading strategy to motivate secondary students in learning reading comprehension Luận văn Thạc sĩ Theory and Method of English Language Teaching. Nguyen Thi Ngoc Anh; Ng.h.d. Dr. T.pdfUsing sketch noting as a reading strategy to motivate secondary students in learning reading comprehension Luận văn Thạc sĩ Theory and Method of English Language Teaching. Nguyen Thi Ngoc Anh; Ng.h.d. Dr. T.pdfUsing sketch noting as a reading strategy to motivate secondary students in learning reading comprehension Luận văn Thạc sĩ Theory and Method of English Language Teaching. Nguyen Thi Ngoc Anh; Ng.h.d. Dr. T.pdfUsing sketch noting as a reading strategy to motivate secondary students in learning reading comprehension Luận văn Thạc sĩ Theory and Method of English Language Teaching. Nguyen Thi Ngoc Anh; Ng.h.d. Dr. T.pdf

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

NGUYEN THI NGOC ANH

USING SKETCH NOTING AS A READING STRATEGY TO

MOTIVATE SECONDARY STUDENTS IN LEARNING

READING COMPREHENSION

MASTER’S THESIS IN TESOL

NGHE AN, 2022

NGUYEN THI NGOC ANH

USING SKETCH NOTING AS A READING STRATEGY TO MOTIVATE SECONDARY STUDENTS IN LEARNING

READING COMPREHENSION

MAJOR: THEORY AND METHODOLOGY

OF ENGLISH LANGUAGE TEACHING

Code: 8.14.01.11

MASTER’S THESIS IN TESOL

Supervisor: Dr Trinh Thi Thom

NGHE AN, 2022

STATEMI

The thesis entitled “Using sketch noting as a reading strategy to motivate secondary students in learning reading comprehension" is conducted under the supervision of Dr Trinh ‘Thi Thom, Hong Duc University

I truthfully declare that the information reported in this thesis is the result of my own work except as noted in the references I further certify that the thesis has not been submitted to any other institution for the purpose of obtaining a degree and is not concurrently submitted

to any candidature for any other degree or diploma, I solely take responsibility for what T present in this thesis

Nghe An, October, 2022 The author

Nguyen Thi Ngoc Anh

ACKNOWLEDGEMENT

On the completion of this thesis, I would like to express my deepest gratitude to my supervisor, Dr Trinh Thi Thom, who gave me precious guidance, comments, suggestions and encouragement throughout my research

My special thanks are for all the teachers of my M.A course (TESOL) at the Post-graduate Department at Vinh University, Nghe An province, for their interesting and useful lectures

1 also wish to express my sincere thanks to all my colleagues and the seventh graders at Quang Tien Secondary school, for their contribution to the data collection and their attendance in the reading lessons for this research

Finally, I am grateful to my family and my’ friends, especially my husband who gave me a lot of support and encouragement during the time of my study

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ABSTRACT

The study focuses on describing the implementation of sketch noting technique to increase students’ motivation in learning reading comprehension As without motivation, the

earning process will be difficult to achieve optimum success, This study is also intended

to determine the students’ attitudes forward

method design was used, and data were collected through pre — test and post- test,

questionnaire, and interview The participants of this study were 74 seventh graders of

iii

2.1, Definitions of motivation 14 2.8, Types of motivation 15 2.9, Reading motivatioi „16 2.10 Sketch noting 17

2.10.2 The importance of using sketch noting in teaching comprehension 18

2.10.5 The implementation of sketch ~ noting in teaching reading comprehension 22

2.10, Related studies of impacts of sketch noting as reading strategy to improve students? reading comprehension

3.2, Participants of the study

3.5.2 Experiencing Sketch noting application sn

onducting the post-test 33

3.5.5 Conducting the questionnaire 2-2 ee)

3.6, Data analysis procedure

3.6.1 Test result analysis

3.6.3 Semi-structured interview analysis

W

4.1.2 Findings from the questionnaires 1 AB

4.1.2.1 Assess students’ attitude when applying sketch noting technique to motivate

4.1.2.2 Evaluation of the students’ attitudes after applying sketch n

5.2.4, Implications for the learning how to apply sketch-noting in learning oo 59

Format of the Pre- test and Post — test HH, —-

Result of the pre-test of control group na ` 34 Result of the pre-test of experimental group 35

Result of pre-test and post-test of 2 groups 35

Result of the post-test of control group if Ji Result of the post-test of experimental group 37 The paired differences of participants’ scores in pre-test and post-test 38 Statistical analysis of participants’ scores in pre-test and post-test 38 Descriptive Statistics of students’ perception of using Sketch — ni

technique in reading comprehension

Descriptive Statistics of students’ attitudes when using Sketch — noting,

Students’ motivation about Sketch-noting technique 44

Students’ attitudes towards reading comprehension after using Sketch-

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defined

The percentage of the pre-test of the experimental group 38 The result of the pre — test of control group and experimental group 39 The percentage of the pre — test of the control group 43 The percentage of the pre ~ test of the experimental group er

“The result of the post ~ test of control group and experimental group .44 The mean score of pre — test and post- test of both control and experimental group „Error! Bookmark not defined

CHAPTER 1 INTRODUCTION

Reading is a significant piece of language learning because it assists language learners with improving other related language issues such as grammar,vocabulary, and writing Reading permits language students to investigate subjects that they love and stories that engage them This s the reason why reading is helpful to us all, and how crucial the significance of reading comprehension is for figuring out our general surroundings The significance of reading comprehension has increasingly been

recognized and that helps ä great deal in learning various fields The researcher is going to exam if utilizing sketch noting helps students’ interest in leaming reading comprehension Chapter | includes the rationale to the study, the aim, the scope, the

research questions, the significance of the research, the methodology, and the

structure of the study

1.1, Rationale to the study

Learning reading skills has played a vital role in studying English subjects for secondary students because reading is one of the main skill presented to be trained in English textbook and to be done in the tests, Being good at reading comprehension also helps students improve other English’s skills and support other comprehension, such as reading instructions, topic, texts, articles, newspapers, or consulting research

to get information and background knowledge Nevertheless, many students find

it hard to identify the general information in the text, some students have difficulties identifying the main idea of each paragraph and the content in the text, others cannot answer the questions of the text well Students don’t have good awareness on the importance of learning reading because they do not know how to read effectively and appropriately Besides, students lack vocabulary and grammatical structures to deal with a reading passage in particular and to do reading tests in general Especially,

they lack effetive strategies to improve their reading comprehension

According to Johnson (2005) reading comprehension is seen as a process of using prior knowledge and one's understanding is influenced by the characteristics of individual readers, the characteristics of the text, and factors relating to the situation: the regulator of the situation, the task, and the total arrangement So, reading comprehension can influence the characteristics of the reader with the text being read

I

Reading comprehension is defined as students’ "acts of thinking and constructing

‘meanings in pre-reading, while-reading and post-reading stages” It is one of the main language skills that require making inferences and understanding the details in written materials Reading comprehension is a complex process including reader's knowledge of vocabulary, the interaction with the text and their use of comprehension strategies An effective reading process depends on the effective use of reading comprehension strategies These strategies can particularly help students who have difficulties in reading comprehension to understand the text better Reading strategies

are divided into three groups: pre-reading, while-reading and post-reading strategies

To begin, students must learn to scaffold their reading tasks using pre-reading,

during-reading, and post-reading strategies to fully comprehend the text and remember the information presented Teachers have used the pre-reading process to provide students with the necessary background information on the text to build schemata, as well as front-load any vocabulary that may be confusing to students

(Boling & Evans, 2008) Pre-reading strategies include preparing a reading plan,

ctions from,

cliciting the topic from the first sentences of the paragraph, making predi

the main titles, subtitles and visual information, activating prior knowledge, deciding

where to focus, and determining reading speed While- reading strategies involve

making connections between paragraphs, taking notes on significant points, re

reading when attention is lost, underli

analyzing when conflicting information is encountered, and establishing connections

between prior knowledge and new ones The post-reading stage involves a number

of other strategies, namely, summarizing the text, checking whether the reading goal

are achieve do not, checking previous predictions, evaluating the main ideas of the

text critically, taking notes for future reference, answering the questions which have

statements of experts, according to Mulla (2006) his observational report titled

"Development Young Leamers in Reading Skills in EFL Classes" that students often find difficulties and do not see interest in reading skills He additionally expressed that reading activities were often the center of the teacher and students were the imitations of the teacher in finishing up reading activities in school In fact, reading

is material that needs a lot of students’ attention and the students will pay more

attention to the lesson if they are interested in it

Sketch noting technique is designed as an useful tool to motivate students in reading

skills, According to Zeki (1993), Moore and Lo (2008), and Lipson and Wixton’s (2009) discussed the visual images which are created inside the brain and pointed out that the brain creates a visual world and the process of seein

to improve reading skill Sketch noting will provide students with a tool to identify the key ideas and details of a text with words and pictures as they read and then come

back to the notes to develop a summary of the text Sketch noting, also commonly

referred to as visual notetaking, is the creative and graphic process through which an individual can record their thoughts with the use of illustrations, images, designs, and messages Sketch noting has been popular among instructors and teachers due to its reported benefits for retaining information, maintain attention, encouraging critical thinking and giving creative outlet Sketch taking note of can be utilized as a valuable

technique to further develop reading skill Mike Rohde (2013), author of two books

Ích visual notes created from a mix of

on sketch noting, describes the innovation as

handwriting, drawings, and hand-drawn typography, shapes, and visual clements like arrows, boxes, and lines” There are numerous ways of making a sketch note and being a creative artist is not a requirement, The objective of sketch noting is to actively engage students in listening or reading by visually compiling thoughts or ideas, new learning, and connections It can be done individually or collaboratively

In addition to being fun, there are many other benefits to utilizing sketch noting, Sketch noting makes thinking visible, includes linguistic and nonlinguistic

representation of information, allows for student choice, strengthens memory, makes

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annotation thinking intensive, enhances focus and reduces stress, and embraces design (McGregor, 2019) According to Sayang, Sofian & Wijaya (2014) sketch to stretch could be a visualizing strategy that engages the readers to create mental pictures whereas reading a text, Sketch to stretch strategy can inerease student

moti ion in leaning English, this strategy can also make students more fun and not make students bored in learning English Sketch to stretch is the activity of drawing individually or in small groups that guide students to read a text, draw the main message of a story and share or tell to all of his or hers friends, guided by the results

of the picture As an innovation in the classroom, sketch noting provided students with an engaging visual learning activity that helped them effectively interact with text, Sketch noting not only makes students interested in teaching and learning process but also gives their motivation in reading comprehension, When students

relevant to them, it increases their interest and

enjoy what they are doing and it is

motivates them to learn (Thomas, 2014)

Many previous studies have focused on the roles of using mind map, graphic organizer to improve reading skill , there has been a little research presented about exploring the effect of sketch noting as a reading strategy on motivation for reading, and reading comprehension in a secondary school classroom setting Stankovic, Besic, Papic and Aleksic, (2011) conducted a study to ass

s the use of the mind map

in teaching They found that the mind map was the most powerful tool that could be used to improve reading comprehension as it enabled the learners to see the relations and links between the main ideas and the sub ideas in addition to the details and notes

related to these ideas Wahyuni (2013) conducted research about "The Effect of Using

Stretch Strategy in Teaching Reading Comprehension to The second grade of SMPN

2 Pontianak” They found that using sketch to stretch strategy is effective to the

students in teaching reading comprehension, Mikatama (2019) conducted research

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about "Improving The Students’ Reading Skill by Using Sketch to Stretch Strategy among The Eighth Graders at SMPN 1 Batanghari", She found that reading skill ability could be improved students in learning through sketch to stretch strategy at the eighth grader of SMP 1 Batanghari, Wahyuni (2013)used sketch to stretch in

ig reading comprehension in narrat

method, Sayang, Sofian & Wijaya (2014) used sketch to stretch in teaching reading

comprehension in narrative text and used pre-experimental as a method, Mikatama

(2019) used sketch to stretch in teaching reading comprehension in narrative text and

used CAR as a method The difference is concept that use by cach of the researchers

ive text and uses quasi experimental as a method,

ng techniques for improving EFL reading skills The application of

“ clarifying prediction, questionnaire , and summarizing” CPQS strategy as a pedagogy helped learners to improve reading skill Another research focused its study

on using sketch noting as a reading strategy and an increase in re

ling motivation and self-efficacy for reading “ Using sketch noting as a technique to motivate students in studying at schools.” by Trinh Thi Ai Trinh, The research emphasizes the

s the

way to write by using sketch noting as a new technique The researcher discus

benefits of the sketch note and introduces the sketch note in details

From the reasons above, the study “Using sketch noting as a reading strategy to motivate secondary students in learning reading comprehension” is carried out with

the desire to expand students’ involvement in learning reading skill

In particular, this study attempted to know the teacher implement sketch noting technique in increasing EFL students’ motivation in reading comprehension and the students’ perspectives toward the use of sketch noting technique in increasing their motivation in reading comprehension Sketch noting, as a reading strategy, provides students with a tool to identify the key ideas and details of a text with words and pictures as they read and then come back to the notes to develop a summary of the text The study claims that sketch noting technique has positive effects in teaching and learning, motivates students in reading comprehension and the results of pre-test

and post ~ test are results of applying sketch noting in studying

5)

1.2, Aims of the study

The aim of the research is to examine if using sketch noting helps to increase students’ interest in reading comprehension skill It aims at:

1 Identifying students’ perceptions about sketch noting and using sketch noting

in reading comprehension

2 Identifying the improvement of changes in the student's reading comprehension result after the application of sketch noting in reading comprehension lessons

1.3 Research questions

‘The study aims to answering the following questions

1 What are the students’ attitudes toward the use of sketch noting in reading

comprehension ?

2 How does students’ reading comprehension achievement improve with the application of sketch noting in reading comprehension lesson ?

1.4 Scope of the study

The researcher carries out the investigation at secondary school to study the result of sketch noting in reading activities to find out whether applying sketchnoting can

motivate the students in reading comprehension,

1.5 Significance of the study

‘The study has several benefits for the researchers, the students and the teachers

‘This study provides innovation in English language teaching, The study results can

be applied in teaching and learning English, especially in the reading class The researcher hopes this research will be useful for:

1) The Students

Sketch noting technique will help to motivate students in reading comprehension Therefore, the result of this study will prove that Sketch noting technique will make students more fond of reading comprehension Sketch to stretch strategy can hopefully bring the exciting atmosphere in reading periods From that, students will

pay attention fo the lesson and comprehend the lesson carefully,

2) The Teacher

This study will give the teacher a new technique in teaching English, especially for

tea

hing reading comprehension on text, New technique will make lessons more

interesting, improve students’ attention, enhance the quality of teaching English 1.6, Methodology

To fulfil this study, a mixed use of both qualitative and quantitative methods are applied The da are collected by means of questionnaire, interview, pre-test and post

— test The questionnaire and interview claim that using sketch noting has positive effects on reading comprehension and Sketch noting not only makes students interested in teaching and learning process but also gives their motivation in reading comprehension From the results of the pre-test and post-test, the study claims that when students enjoy what they are doing and it is relevant to them, it increases their

interest and motivates them to learn

1.7 Structure of the thesis

The thesis will be divided into five chapters:

Chapter 1, presents rationales as to why this study should be carried out, aims,

research questions, scope, the significance of the study, methodology, and the ouline

of the thesis

Chapter 2, entitled “Theoretical background and literature review", provides the

definition of reading and reading comprehension, purpose of reading, motivation, types of motivation, reading motivation, sketch noting, the importance of implementing sketchnoting, benefits of using sketchnoting, related studied and

research method, research tools for data collection, data collection procedures and

analysis, summary of chapter 3

Chapter 4, Findings and Discussions offers findings from the tests , the questionnaire, interview, discussion and summary

Chapter 5, Conclusion, i a review of the study, with the indication of the limitations

of the study and recommendations for further research.

CHAPTER 2 LITERATURE REVIEW,

2.1, Reading and reading comprehension

2.11 Reading in general

Reading is an activity or process that seeks to search out varied data contained in

writing It suggests that scanning may be a method of thinking to know the contents

of the text being read Therefore, reading isn't simply gazing a set of letters that have fashioned words, teams of words, sentences, paragraphs and discourse, however over that that reading is an activity to know and interpret symbols or signs or writings that area unit purposeful so the message sent by the author is received by the reader According to Hamer, sketch noting is the eyes and the brain to dominantly participate

in the reading process The eyes and the brain then has to identify the meanings of those messages ( Harmer ( 1989:153)) So the speed of reading depends much on the mechanical process of looking and perceiving and it is the reader who decides how

fast he wants to read the text

Syatriana & Hamra, (2010) said that reading is a skill that needs exercises The

leaming and teaching process should be designed in such a way to increase the

reat

ng motivation and interest of the students Reading is one of the major avenues

‘of communication and is an essential skill of English as a second or foreign language According to H Dalman (2014), reading requires a schemata, the knowledge and

experience that the reader has so that the reader is able to understand the content of

the text he is reading, Tarigan in Dr H, Dalman (2014) says that reading is a process

in which the reader gets a message or information from the writer through printed media,

Pourhosein Gilakjani and Ahmadi (2011) also stated that the main goal of reading is

to gain the correct message from a text that the writer intended for the reader to receive (as cited in Sabouri, 2016) In brief, reading is an activity of attaining

information in linguistic written form, Furthermore, reading is a beneficial skill in learning a language Richards and Schmidt (2010) stated reading can be defined as a

process to understand the meaning of a written text (as cited in Ferdila, 2014) Mart

(2012) stated that Reading will help leamers to decipher new words that they need

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for conversations Through reading language learners will have vocabulary knowledge which will facilitate their speaking performance and their usage of structure in the target language will develop Therefore, reading is an important skill that must be mastered by students in order to help them obtain information ina written

form easily

2.1.2 Reading comprehension

Reading comprehension plays an important role in teaching and learning reading a language and a foreign language as well It can be known as the ability to retain the information of a written text as efficiently as possible Grelet defined that “ reading comprehension or understanding a written text means extracting the required information from it as effectively as possible ( Grelet, 1981:34) From this point of view, Grelet focuses on readers’ ability of understanding the meaning of a written text based on the individual’s background knowledge Having the same point of view

with Grelet, Swan stated that “ A student is good at comprehension we mean that he

can read accurately and efficiently, so as to get the maximum information of a text

with minimum of understanding” ( Swan,1975:1) This means that the student can

show his understanding by re-expressi the content of the txxt in many ways such

‘as summarizing the text, answering the questions

As Roe, Stood and Burns (1987:2) mentioned in their study, reading comprehension was the most common way of reconstructing, interpreting and evaluating the author's, meanings in the text by utili; ng knowledge from everyday life

Anderson and Pearson (1984:255) believed that when students made a critical

evaluation of the ideas mentioned in the text, “they are making connection betws

the new information on the printed page and their existing knowledge”

Swans stated in his study in 1975 that a student is said to be good at comprehension

if “he can read accurately and efficiently, so as {o get the maximum information of a text Then, in 1981, Grillet mentioned to comprehension as understanding a written

text, He confirmed that those two processes are receiving required information in the

text as efficiently as possible

Despite different opinions, they all have a common point of view, that reading

comprehension is the process in which the readers, as they read, can recognize the

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graphic forms of the reading text and can understand what is implied behind these forms Reading comprehension is a complex process Regardless, Comprehend requires a reader to have the ability not only decode words and understand the

vocabulary, but to also access the meaning of text within in a large context and

remember what the text said Readers must have access to specific vocabulary within the text and background information on the topic of the text

Ahmadi and Pouthosein (2012) expressed that reading comprehension is a

cooperative mental practice between a reader’s linguistic knowledge (knowledge of

the world) and knowledge about a given subject Reading comprehension is a

‘communicating procedure in which readers interact with the text as their background

knowledge is activated,

According to Rahmani and Sadeghi (2011), reading comprehension is defined as the

ition comes from the communication

level of recognizing a text/message This recog

between the words that are written and how they activate knowledge outside the text/message Reading comprehension depends on the ability to understand words fast If word understanding is hard, learners use too much of their processing ability

to read

dividual words which interferes with their ability to comprehend what is read Reading comprehension is the most important in the four skills particularly when English is taught as a foreign language or as a second language

Rahmani and Sadeghi (2011) continued that learners need to learn to analyze a text for comprehending even before they can read it on their own and comprehension instruetion According to Ahmadi and Pourhosein (2012) and Rahmani and Sadeghi (2011), comprehension instruction consists of learners answering instructors’ questions and writing answers to questions on their own or both

From the above mentioned definitions, it is possible to draw a conclusion that it is

meaningless if readers spend time reading but no comprehension or attain nothing or

even little from a written text In other words, it is no point of reading without comprehension, Therefore, reading comprehension is an important part in teaching and learning a foreign language in general and teaching reading in particular And it

is essential to improve reading skills that reading motivation is increased, benefits from reading such as being able to process through assignments better and retains more information, learning more and being more knowledge, improving vocabulary,

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spelling, grammar

2.2, Reading purposes

Reading is an activity with a purpose A person may read in order to gain information

or verify existing knowledge A person may also read for enjoyment, or to enhance

knowledge of the language being read Reading also plays an important role in civic life Through reading, the individual keeps informed on the political, social, and

economic and cultural problems of his country Reading affects our attitudes, beliefs,

standards, morals, judgments, and general behavior; it shapes our thinking and our

actions The purpose of reading is to correlate the ideas on the text to what you have

already known, The reader must understand about the subject that he/she read to

connect the ideas Generally, the purpose of reading is to get new information

Everyone has a different purpose in reading, and purpose helps to more understand

of what they read,

According to Grabe William and L Fredrika (2002), the category of purpose for reading includes are: reading to search for simple information, reading to skim quickly, reading to learn from text, reading to integrate information, reading to write, reading to critique texts and reading for general comprehension In addition, Anderson (2003) there are seven types of goals for reading activities, they are: reading for details or fact, reading for main ideas, reading for sequences or organization, reading for inference, reading to classify, reading to evaluate, reading

to compare or contrast

From the various purposes of reading above it can be concluded that reading is not only to find new information but reading activities can also make someone feel more

comfortable

2.3 Types of reading texts

‘There are some types of reading text which have to be taught in junior high school,

they are: Procedure, descriptive, recount and narrative

1) Procedure

Procedure

a text to describe how something is accomplish through a sequence of step or action The purpose of procedure text is to tell the steps of making or doing something

2) Descriptive

Descriptive test isa text that deseribes and explains in detail about a person, an object, place or animal, The purpose of descriptive text is to describe and reveal a particular person, place or thing

3) Recount

Recount is a text that tells us about a part of experience The purpose of recount text

is to list and describe past experience by retelling events in the order in which they happened (chronological order),

4) Narrative

‘Narrative is one type of text that is intended to be discussed in a story that has a series

of chronological stories that are interconnected The purpose of narrative text is to

‘amuse or entertain the reader with a story

Reading is a complex interaction between the text, the reader and the purposes for reading, which are shaped by the reader's prior knowledge and experiences, the reader’s knowledge about reading and writing language and the reader's language

community which is culturally and socially situated

To encourage students to use effective strategies when reading in a foreign language,the teacher can develop simple exercises to elicit information via targeted strategies These exercises can be divided by the stage of reading at which they occur

as pre- reading, while — reading and pos

necessary schemata (Ibid: 16) Previewing a text with students should arouse their interest and help them approach the text in a more meaningful and purposeful manner

as the discussion compels them to think about the situation or points rose in a text The pre-reading phase helps students define selection criteria for the central theme of

a story or the major argument of an essay Pre-reading activities include: discussing author or text type, brainstorming, reviewing familiar stories (students review Cinderella before reading Cendrillon), considering illustrations and titles, skimming

and scanning (for structure, main points, and future directions)

While-reading (during, through reading) exercises help students develop reading

strategies, improve their control of the foreign language, and decode problematic text

passages Helping students to employ strategies while reading can be difficult

because individual students control and need different strategies Nevertheless, the

teacher can pinpoint valuable s

rategies, explain which strategies individuals most need to practice, and offer concrete exercises in the form of "guided reading” activity sheets Such practice exercises might include guessing word meanings by using

context clues, word formation clu

follow-up, beyond reading) exercises first check students’ comprehension and then

lead students to a deeper analysis of the text, when warranted (Ibid: 16) Because the

goals of most real world reading are not (o memorize an author's point of view or to summarize text content, but rather to see into another mind, or to mesh new information into what one already knows, foreign language reading must go beyond detaileliciting comprehension drills to help students recognize that different strategies

are appropriate with different text types

2.5 Teachers’ roles in a reading lesson

It is important for teachers to know the principle of teaching before teaching reading comprehension According to McLaughlin (2012), a teacher should know principles

in teaching reading, They include the following; prior knowledge is important since

it is used to connect students’ prior knowledge and the text; teachers’ strategies are

the keys of reading comprehension; motivation has a great effect on students;

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explicitly teaching a variety of reading comprehension strategies builds students! reasoning power; itis important to develop students’ vocabulary; students should read

a variety of types and levels of text; students should also be able to sketch, dramatize, sing, and create projects about their reading; and teachers constantly check students’

understanding, and push students to comprehend at deeper levels

2 tudents" roles in a reading lesson

‘Nuttall (2003) built up some main roles for teachers in a reading lesson The first and foremost responsibility of the learners is taking an active part in learning In order to understand the text carefully, they should monitor comprehension That means they need to understand how texts work and what they do when they read Nuttall assumed

that the best way to promote reading skill is to talk about the texts in class Then the

readers must take risks, that is students have to take the risk of making mistakes

because a mistake is an opportunity to learn Lastly, as Nuttall stated, learning to read

is learning to give students enormous advantages in life It may lead to better jobs, to personal development, interest and enjoyment Students who do not want to learn to

read can easily cheat but they are only cheating themselves

2.7 Definitions of motivation

Motivation has been defined differently from different theoretical perspective According to Gardner (1985, p 10), motivation is the “extent to which an individual works or strives to learn the language because of a desire to do so and the satisfaction

ion consists of three

experienced in this activity” According to this definition, motiva

components (1) effort expanded to achieve a goal, (2) a desire to learn the language, and (3) satisfaction with the task of leaming the language (p 13)

Ellis (1997, p 75) defines motivation as “the effort which learners put into an

12 as a result of their own need or desire to learn” and he indicates that “motivation involves the attitude and affective states that influence the degree of effort that learners make to learn an L2” Hence, in his viewpoint, motivation to learn a second language refers to the extent to which the individual works or strikes to leam the language because of a desire to do so and the satisfaction experienced in the activity

All these definitions of motivation share one common limitation that they view motivation as a solely cognitive construct Aware of this limitation, other researchers

(c.g Dömnyei, 2009; Ushioda, 2009) have recently shifted their focus on the situated

14

complexity of the second language (L2) learning motivation process and called for the adoption of the socio-dynamic perspective on L2 motivation research Attention

thus focuses on the interaction between the learning situation (e.g instructional

techniques, classroom environment, interpersonal relations) and individual motivational cognitions and behaviours (e.g goals, attitude, beliefs, self- regulatory strategies (Démyei, 2002, Dérnyei & Tseng, 2009) From this theoretical perspective, researchers have found that certain aspects of teacher behaviour and teacher - student relations play a significant role in shaping students’ intrinsic motivation (Noels, et al., 1999),

Because of the complexity of L2 learning motivation and considering the aim

of this study, the following definition by Démyei and Otto (1998) is adopted These authors define L2 learning motivation “the dynamically changing cumulative arousal ina person that initiates, directs, co-ordinates, amplifies terminates and evaluates the cognitive and motor process whereby initial wishes and desires are selected,

Instrumental means learners study a language in order to achieve practical goals such as getting a job or completing translation tasks, while integrative motivation means that learners study English to become more knowledgeable about culture of English speaking countries and societies and to integrate themselves into the culture

Gardner and his colleagues found that integrative motivation, which refers to

“a sincere and personal interest in the people and culture represented by the other

language group” (Lambert, 1974, p 98) was a more powerful predictor of linguistic

achievement as it was consi

ently correlated with L2 linguistic achievement

Meanwhile, one area where instrumental motivation can prove to be successful is in

the situation where learner is provided with no opportunity to use the target language and therefore, no chance to interact with members of the target group Gardner and Lambert (1972) suggested that individuals with an integrative orientation would

demonstrate greater motivational effort in learning an L2 and, thus, achieve greater

Is

L2 competence However, Ely (1986) argued that it is not always easy to distinguish between the two types, which seem to be quite reasonable,

Another categorization is from Deci (1975, cited in Brown 2007) who put motivation into intrinsic and extrinsic one

Intrinsic motivation is inclinations without any extrinsic rewards such as prize

or money It is to do with “behaviour performed for its own sake in order to experience pleasure and satisfaction” (Dornyei, 2001, p.27)

Conversely, extrinsic motivation is related to the same extrinsic rewards, It is about “performing a behaviour as a means to an end, that is to receive some extrinsic reward or to avoid punishment” (Démyci, 2001, p.27),

In other words, intrinsi -ally motivated people accomplish a task for an internal interest whereas exirinsically motivated people perform an activity because of an

interest external to the activity Notably, it has been argued that intrinsic motivation

is more effective than extrinsic motivation in language leaning for long-term

retention Nevertheless, research on intrinsic/extrins ic motivation by Deci, BL & Ryan, R M (1991) shows that under certain circumstances if sufficiently self-

determined and internalised, extrinsic rewards can be combined with, or even lead to,

to read and understand texts easily and effectively Therefore, all EFL learners need

to improve their reading motivation for a better understanding of written texts

According to Seymour and Walsh (2006), motivation affects learners’ reading comprehension activities While it has significant role in language learning, many

do not know its great importance in reading comprehension Reading motivation helps EFL learners read more efficiently This has also been supported by Wang (2008) and Rosenfeld, Leung, and Oltman (2001) who emphasized that learners who learn a foreign language should develop th

from text The aim is to understand a text rather than to acquire meaning from

s Ahmadi, Hairul, and Pourhosein Gilakjani (2012) stressed that reading comprehension is one of the significant elements

individual words or sentent

n language learning because it provides the foundation for a substantial amount of learning in

conditions, They also emphasized that students’ motivation absolutely affects their

reading; it means that students with stronger reading motivation can be expected to

read more in wider range According to Hairul, Ahmadi, and Pourhosein (2012), one

of the most important factors which help leamers read more is reading motivation and it has an important impact on reading comprehension Therefore, many investigators have been well aware of the significance of motivation in the target language learning and how motivation increases comprehension among language

learners

2.10 Sketch noting

2.10.1 The definition of sketch noting

The latest style invented by Mike Rohde in 2013 is Sketch noting or imaginary note taking, It is a note taking that combines text and drawing Mike Rohde (2013), author

of two books on sketch noting, describes the innovation as “rich visual notes created from a mix of handwriting, drawings, and hand-drawn typography, shapes, and visual

elements like arrows, boxes, and lines” (p 2).There are many ways to create a useful

sketch note and being a creative artist is not a requirement The goal of sketch noting

is to actively engage students in listening or reading by visually compiling thoughts

or ideas, new learning, and connections, In addition to being fun, there are many other benefits to utilizing sketch noting Sketch noting makes thinking visible, includes linguistic and nonlinguistic representation of information, allows for student choice, strengthens memory, makes annotation thinking intensive, enhances focus and

reduc stress, and embraces design (McGregor, 2019) As an innov: ion in the

classroom, sketch noting provided students with an engaging visual learning activity that helped them effectively interact with text

1?

It is necessary to do research into motivating students through applying visual notetaking - the creative and graphic process through which an individual can record

their thoughts with the use of illustrations, symbols, structures, and texts Sketch

noting can be used a

a usefull technique to improve reading skill, Sketch noting will

provide students with a tool to identi the key ideas and details of a text with words and pictures as they read and then come back to the notes to develop a summary of

note is not an art, Rather, it is to convey ideas through paper u 12 the relationship of images to draw a full picture of Pepe ‘The word is derived from the interpretation of the messenger when it receives the information Prachasan Saenphakdee (2015) Sketch note is taking notes or writing down ideas to paper by tearing from the original

is written as a line, on the line may be played with Text, Font, or Word photo is to make a picture of Kama I's a sketch note that will make us enjoy destiny which will have an add-on Suji and key because of the Sketch note destiny will work together in the head, hand and heart

2.10.2 The importance of using sketch noting in teaching reading comprehension

Sketch noting or taking notes is not copying the text from the original book on paper

by hand, but note-taking is the comprehension from the original or from various forms

‘of exposure; and capturing key points, summarizing them and writing them down in

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notes A good note when re-reading how many times will be required,

It can help to refresh our memory so to clearly see the importance of note-taking,

The researcher therefore studied the ideas of academics who discussed the importance

of note-taking as follows:

According to Bates (2000), the most important thing we can lear from taking notes

is to remember what we read,

Note-taking and reading must work with help each other because taking notes will help resurrect memories of what we have read Sometimes we may forget what we read earlier If you go back and read from the record, it will tell you how the story

has been read after the end and is related to what is being read or not

According to Range (2014), taking notes is another way to avoid forgetting It is a short message, only the key words, not necessary to write down a sentence We tend

to forget the information we read through, so if we take notes, we willable to go back and review until the memory is revived

2.10.3 Sketch noting components

Sketch noting is a note taking that promotes work of both the left and right brain hemispheres Sketch noting makes it easier to see the relationships between ideas, logical sequence from one to the next As you take more and more sketch notes over time, you build up a record of your evolving understanding of a topic With the importance of the Sketch noting, it has many components Rohde (2013) Sketch note

‘components are as follows:

1) Title, which includes place name, speaker name, date, location or

Iportant information

2) Letters (Typography) are letters that are drawn or written to express emotions

‘emphasize the idea, the importance of the message

3) Diagram and drawing help to attract attention

Notes show the distinctiveness of the text and are easy to understand

4) Handwriting is useful for inserting ideas that is not information

Can be inserted into a table or diagram

5) Divided symbols such as lines, dotted lines, data dividing marks, and

story order

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6) Arrows is a symbol for eyesight It is used to link related concept

into verses, or used to

7) Bullets are useful for categorizing or separating idea

emphasize and make the message stand out

8) Icon (Icons) to identify ideas or to emphasize

Simple icons and symbols are an easy way to add visuals to your sketchnotes, Some examples are a stick figure, book, gear, and cloud As you advance your sketchnote skills, build a repertoire of common symbols like buildings, modes of transportation, and more,

9) Containers

Containers are used to collect a group of thoughts or items together, or to emphasize

‘one primary point Some examples of containers include boxes, speech bubbles, thought clouds, and banners

Prachasan Saenphakdee (2015) The components of Sketch note are as follows:

1) Using at least 3 colors helps to distinguish, stimulate eyesight, which sends energy

to the brain, helping to remember

2) Use lines that have a variety of styles, some straight, some curves, help the hand move the brain is awake

3) Shapes represent the meaning of things that are difficult to understand, such as circles representing precision

4) Playing with words instead of long meanings will help you remember,

5) Sketch illustration or line drawing

2.10.4, Sketch noting layouts

Understanding sketch noting layouts can help you plan and organize the content in your sketch notes From a study of the related document on Sketch noting format from Rohde (2013),who invented this type of note-taking technique, found that there

are 5 types of sketch noting :

1) Grid

The grid layout divides the page into squares with each square containing a single aspect This is great for talks where there are clear division in content and works well

when there are four or six items covered

2) Point out or radial line (Radial) is similar to the structure of the wheel

Bicycles with wheels as the center when used with Sketch note The center point is

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the topic of it’ s note taking, but it doesn’t always have to be in the middle As for the

form, it doesn't have to be always circle

Although some people confuse mind maps with radial sketch notes, there is a subtle difference Regardless, this layout has a central element and then spokes coming out

from the center Radial mind mapping are great if you have a core topic or concepts

3) Pathways

Start taking notes from the top left-hand side, descending The bottom right is the diagonal line

It is a way of taking notes from top to bottom, from left to right and in the

chronological order in which you receive information It mear

that wherever you

read/listen, you will take notes there

This structure is very close to the traditional way of taking notes, the only difference

is that while taking notes, you will write less, add visual elements, diagrams, arrows 4) Mid map: organic branches, tree structures,

5) Shapes: This is an independent note taking without a fixed format spread

Go around, can adjust, increase, decrease, or mix together

The popcom style involves random chunks of information across the page This can

be very handy when there isn’t perhaps a clear structure or logical flow (for example,

question and answer sessions) It can help you gather your thoughts as well

SKETCHUNOTE LAYOUTS

@caics

Figure 2.1, Sketch ~ noting layouts

2.10.5 The implementation of sketch — noting in teaching reading comprehension

Brunner (2011) explains the way to implement sketch-noting technique, as follows

1) The teacher activates the students’ background knowledge by motivating the

students and asking some questions related to the topic of reading

2) The teacher tells students that the purpose for reading the material is to understand and visualize the text related to important information, events, or scenes from the reading,

3) The teacher ask students to read the text

4) After students finish reading the text, the teacher instructs them to draw or make a quick sketch of the information Drawings can include the scenes, the main idea, or other pertinent information

5) When students have completed their sketches, the teacher gives them the opportunity to interpret each drawing This can be done in writing, using sticky notes,

or verbally, during whole-class or small-group discussion

6) After students have provided interpretation, the teacher asks the students to explain

the drawing to the whole class

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Materials and procedures for sketch to stretch For material just need multiple copies,

or reading selection, pencil, paper and crayons or colored markers

For example of sketch ~ noting technique :

‘Draw a picture or symbol that represents the text read Remember not to worry about

artistic quality, just sketch your reaction Here is an example of applying sketch

noting technique in reading lesson

PHO — A POPULAR DISH IN HA NOL

Among the many special dishes in Hanoi, Pho is the most popular It is a special kind

of Vietnamese soup, We can enjoy Pho for all kinds of meals during the day, from

breakfast to dinner, and even fora late night snack Pho has a very special taste The

rice noodles are made from the best variety of rice The broth for pho Bo (beef noodle

soup) is made by stewing the bones of cows for a long time in a large pot The broth for another kind of pho, pho ga (chicken noodle soup) is made by stewing chicken bones The chicken meat served with pho ga is boneless and cut into thin slices

It’s so delicious! Tell me about a popular dish where you live!

Describe the sketch note :

(1) Among many special dishes in Hanoi, Pho is the most popular di

special kind of Vietnamese soup

(2) Ithas special taste and especially, you can enjoy it from breakfast to dinner

and even late night

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(3) The rice noodles is made from a variety of rice Pho Bo and Pho Ga are

eaten by many people

(4) The broth for pho Bo is made by stewing the bones of cows for a long time

in a large pot The broth for pho ga is made by stewing chicken bones (5) The chicken meat served with pho ga is boneless and cut into thin slices It’s so delicious!

2.10.6 Benefits of Sketch noting in studying reading comprehension:

‘The researchers studied the benefits of Sketch note from the following authors as

below

Bates (2000) discusses the benefits of using sketch noting as follows:

1) Help support Whether it be facts, keywords, names, formulas, tips

2) Helping to review for more understanding

3) Helps to understand complex points

4) It helps to connect ideas

5) It is a place to keep records of thoughts and questions

6) Helps to manage large amounts of data

Johnson (2005) discusses the benefits of using sketch noting as follows:

1) Sketch to stretch forces students to recall the main ideas of a story and helps them

to understand what they have read

2) Sketch to stretch is a good exercise for visual learners who are better able to express themselves through art than through words

3) Sketch to stretch is also a good activity for the students who are English language leamers, for beginning readers, or for struggling readers so they can bring the literature to life through pictures

4) Sketch to stretch may help to build the self - confidence of struggling readers and may encourage readers to be creative when responding to text

Rohde (2013) as follows:

tes the work of the thinking system

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2) Help learners to review their thoughts and feelings when they come back to read again

3) Help learners to concentrate on studying, focusing, not thinking outside the subject 4) Sketch noting helps to increase interest in the students, thus it makes them more

receptive and co-operative in the classroom activities

2.10 Related studies of impacts of using sketch noting as reading strategy to improve students’ reading comprehension

2.10.1 In the world

Based on the research process, some studies about the reading strategies to improve

reading comprehension were found

Sayang, Sofian & Wljaya (2014) conducted research about "The Use of Sketch to

mn to The second grade of SMPN

2 Pontianak”, They found that using sketch to stretch strategy is effective to the

Stretch Strategy in Teaching Reading Comprehens

students in teaching reading comprehension

Wahyuni (2013) conducted research about "The Effect of Using Sketch to Stretch

Strategy toward Reading in Narrative Text of the Second Year Students at MAN 2 Model Pekanbaru" She found that sketch to stretch strategy has a positive effect to

the students’ reading comprehension in narrative text at the second year students at

MAN 2 Model Pekanbaru, and also there is signif

comprehension achievement between students who were taught by using sketch to

ant difference in reading

stretchh strategy of the second year students at MAN 2 Model Pekanbaru Mikatama (2019) conducted research about "Improving The Students’ Reading Skill by Using Sketch to Stretch Strategy among The Eighth Graders at SMPN 1 Batanghari" She found that reading skill ability could be improved students in learning through sketch

to stretch strategy at the eighth grader of SMP 1 Batanghar

“Using strategic reading techniques for improving EFL reading skills” by Okasha

and * Sketch noting as a reading strategy for effects on motivation, self- efficacy,

” by Jenifer Marie Treptow (2020)

and comprehension ai a High school English clas

From the previous research findings, the researcher come to conclude that similarity

among those researcher use sketch to stretch Sayang, Sofian & Wijaya (2014) used

sketch to stretch in teaching reading comprehension in narrative text and used pre

25

experimental as a method Wahyuni (2013)used sketch to stretch in teaching reading

‘comprehension in narrrative text and used quasi experimental as a method Mikatama

(2019) used sketch to stretch in teaching reading comprehension in narrative text and used CAR as a method The difference is concept that use by each of the researchers and population of their research This research use sketch to stretch in teaching reading comprehension in descriptive text and uses quasi experimental as a method

‘Okasha, M A.(2020) and Jenifer Marie Treptow (2020) focused on the effectiveness

of strategic reading techniques for improving EFL reading skills The application of

clarifying prediction, questionnaire , and summarizing” CPQS strategy as a pedagogy helped learners to improve reading skill Another research focused its study

on using sketch noting as a reading strategy and an increase in reading motivation

and self-efficacy for reading

(2.10.2 In Viet Nam

“Using sketch noting as a technique to change the way to write for students in Quang

1

i College * by Trinh Thi Ai ‘Trinh, ‘The research emphasizes the way to teach

reading comprehension by using sketch noting as a new technique The researcher

discusses the benefits of the sketch note and introduces the sketch note in details, The

research claimed that using Sketch-nol

of Sketch-noting technique when applying it in teaching reading comprehension This chapter is ended with some previous studies related to the topic * using sketch noting as

a reading strategy to motivate secondary students in reading comprehension This

chapter is a foundation theory for the researcher to conduct the next stages of the reseach

‘The method to do the research will be described in the next chapter

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CHAPTER 3 RESEARCH METHODOLOGY

‘The previous chapter has provided an essential theorical background for the study This chapter presents research questions and then describes participants, the instruments and the procedure of the study

answer to the following research questions:

1, What are the students” attitudes toward the use of sketch noting in reading

‘comprehension ?

2, How does students’ reading comprehension achievement improve with the

application of sketch noting in reading comprehension lesson ?

3.2 Participants of the study

Regarding the sample process, due (o the limitations of available sample sizes, the researcher chose randomly students from two existing classes to invite them to

participate in the semi-experimental study The study was carried out with the

participation of 74 students of grade 7 at Quang Tien secondary school in Thai Hoa

town, Nghe An Province All of the participants have the same educational, language background and they are

+ the age of 13 They include both male and female representatives Participants included 37 students in the experimental group named class 7B and 37 students in the control group named class 7E from students in grade

7 with a total of 170 students in the 2021- 2022 school year at Quang Tien school, The experimental group was treated with the application of sketch noting technique

as a reading strategy in reading comprehension for 8 weeks and 2 weeks spent on the pre-test and the post- test And the control group took a different approach, using the traditional method to compare the experimental group after using new method The students in two classes had the same level of English, The information about students

is indicated in the table below:

Table 3.1 Profile of the participants

‘grammar structures All the texts in the text book are about real life topies that depend

on real facts and topii

However, The students are not keen on the topics, even they only are compulsory to complete the reading text or tasks Some students find it difficult to understand because they cannot imagine and understand about these topics So, it’s difficult for them to comprehend and get the right answer That is the reason why the teacher should find out new exciting technique that is suitable for students One of these techniques is using Sketch noting which are creative and

are indicated in the table below:

Table 3.2 Topics and the related reading texts from “English 7 textbook”

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9 Festivals around the world [La Tomatina Festival in Spain

10 Travelling in the future [Transport in the future

Although these topics are not strange and difficult with all students in general,

students in my school find it really hard to understand, Firstly , most of the students

live in remote area and they do not have may chances and

me to study English That

is the reason why they are bad at English or reading comprehension Secondly, they don’t focus on the importance of studying English so they do not spend much time studying, they do not know more vocabulary and structures With these reasons, they feel bored with lesson , especially reading comprehension Applying new method in teaching will make students concentrate on the lessons and motivate them in studying 3.3 Research method

The present study was carried out using both qualitative and quantitative method in

order to answer the research ques

interview, pre- test and post —test Specifically, questionnaires were distributed to students

at two different points of time, Interview was conducted as the second set of questionnaires were collected to gain additional views, as well as to triangulate the data

Pre- test and post-test was also conducted at two different points of time,

‘The rationale for choosing the instruments can be justified as follows Because the study aimed at exploring the perceptions, attitudes and interest students regarding the use of sketch noting in reading comprehension, both qualitative and quantitative

methods were employed This is because, mixed methods were believed to be useful

in investigating such concepts as beliefs, perceptions and so on (Creswell, 2009) Regarding using questionnaires, according to Wisker (2001:32), questionnaire often seems a logical and easy option to collect information from people After asking people, the researchers gather information and then use them as data for analysis, As Nunan stated in 1992, using questionnaires is more economical and time- efficient Furthermore, questionnaires are often used to gather information about attitudes, behaviors, activities and responses to events As this study aims and responses to the use of sketch noting in increasing interest in reading comprehension, questionnaires

ts of written qui

were utilized To obtain data for the study, two stionnaires were

administered to the subjects The items in the questionnaires mainly used five- level scales from which participants were instructed to choose a number which best

presented their attitudes and responses

‘The questionnaire aimed mainly to determine the application of sketch noting, students’ perceptions about sketch noting and thei

application on reading comprehension and determine the students’ motivation through sketch noting in reading comprehension, The pre- test is an assessment measure given participants before they apply the sketch noting in reading comprehensior

The researcher prepared sets of questionnaires for students One was carried out

before the seminar and one was done after that The research delivered questionnaires

to students, required them to complete the questionnaires and then collected them to

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