VIETNAM NATIONAL UNIVERSITY-HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST- GRADUATE STUDIES & LL & ---PHAM THI THU THAO A STUDY ON USING RETELLING TECHNIQUE TO
INTRODUCTION - - Án HH HH HH HH giết 1 1.1 Rationale of the Study e
Aim and objectives of the SEUICỈY s5 + t3 1S 19121191111 11111 1111111111111 rrke 3 1.3 Research Questions Ta
This research aims at examining the effectiveness of using written retelling techniqueto improve students’ reading comprehension competence at a high school. This overall aim can be achieved through the following objectives:
(1) To investigate the effectiveness of teaching reading comprehension through using written retelling technique.
(2) To find out students’ attitudes towards learning reading comprehension through using written retelling technique.
In order to reach the above aim and objectives, the study is going to seek answers for the following research questions:
(1) To what extent does retelling techniqueaffect students’ reading comprehension?
(2) What are the students’ attitudes towards learning reading comprehension by using retelling technique?
Scope of the Study oo
This study was conducted with the participation of sixty- eight 10" grade students at a high school in Ninh Binh province It mainly concentrates on practical effectiveness of using written retelling techniqueto improve students’ reading comprehension competence and students’ attitudes towards using written retelling technique Besides, the study only investigated the effectiveness of using written retelling techniquein reading lessons, hence the other skills such as listening, speaking or writing were not mentioned in the study.
Based on the purpose of the study, the researcher carried out an action research using pre-test, post-test, questionnaires and teaching diaries to collect data from students.
Firstly, the pre-test and post-test were designed to collect the data before and after applying the treatment The grades were gathered through the first semester.
Tests were carried out to measure the improvement of the students participating in reading comprehension lessons using written retelling technique The researcher would compare the mean of the pre-test and post- test to evaluate the effectiveness of the applied method.
Secondly, the questionnaire was carried out to get information about the participants’ opinion whether the techniqueis interesting or not In this study, the questionnaire was used to explore the students’ attitude towards learning English reading comprehension skill through written retelling technique.
The last instrument was the teaching diaries that were written after each reading lesson with written retelling techniqueof the course for the experimental group during the 8- week course The teaching diaries were drawn up to support the findings from students’ questionnaire and to get a further information, which could be missed from the questionnaire.
The data were collected, sorted and analyzed both quantitatively and qualitatively to obtain realistic results.
The research aims at investigating the effectiveness of the use of retelling techniquein reading comprehension and students’ attitudes towards learning reading comprehension through using written retelling technique The researcher hopes that this study may provide some insights in both theoretical and practical significance.
In terms of the theory, the research contributes to the general theory of using written retelling techniquein reading comprehension lessons to help students improve theirEnglish reading comprehension competence Moreover, practically, this research is expected to provide a deeper understanding of students’ opinion towards written retelling techniqueto help them gain all the necessary skills for developing learners’ reading comprehension ability Teachers will have the opportunity to improve their teaching skill The results of this study could be beneficial for both teachers and students, as it would help them reflect on their own practice in applying written retelling techniquein reading comprehension lessons.
This study is divided into five chapters:
Chapter 1 is the Introduction, presenting the rationale of the study, the aim and objectives, research questions, scope, method, significance as well as the design of the study.
Chapter 2 is the Literature review, presenting theoretical issues related to the nature of reading comprehension, reading strategies, retelling technique, and previous studies.
Chapter 3 is the Methodology, reporting research design, context of the study, data collection instruments, data collection procedure and data analysis methods.
Chapter 4 is the Data Analysis, findings and discussion, describing the analysis of data in detail, from which, the results of the research are revealed and discussed.
Chapter 5 is the Conclusion of the study, providing the summary of the main issues and some pedagogical implications The limitations as well as some suggestions for further study are also included.
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The research aims at investigating the effectiveness of the use of retelling techniquein reading comprehension and students’ attitudes towards learning reading comprehension through using written retelling technique The researcher hopes that this study may provide some insights in both theoretical and practical significance.
In terms of the theory, the research contributes to the general theory of using written retelling techniquein reading comprehension lessons to help students improve theirEnglish reading comprehension competence Moreover, practically, this research is expected to provide a deeper understanding of students’ opinion towards written retelling techniqueto help them gain all the necessary skills for developing learners’ reading comprehension ability Teachers will have the opportunity to improve their teaching skill The results of this study could be beneficial for both teachers and students, as it would help them reflect on their own practice in applying written retelling techniquein reading comprehension lessons.
This study is divided into five chapters:
Chapter 1 is the Introduction, presenting the rationale of the study, the aim and objectives, research questions, scope, method, significance as well as the design of the study.
Chapter 2 is the Literature review, presenting theoretical issues related to the nature of reading comprehension, reading strategies, retelling technique, and previous studies.
Chapter 3 is the Methodology, reporting research design, context of the study, data collection instruments, data collection procedure and data analysis methods.
Chapter 4 is the Data Analysis, findings and discussion, describing the analysis of data in detail, from which, the results of the research are revealed and discussed.
Chapter 5 is the Conclusion of the study, providing the summary of the main issues and some pedagogical implications The limitations as well as some suggestions for further study are also included.
LITERATURE REVILEẨW LH HH HH HH tiệt 6
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of words that are related or how words are made Therefore, strategies linked to how sounds and letters go together, sentence structure, and details in text are important (Wade, 1990 & Carrell, 1988) Looking at the characteristics of the bottom-up method, Grabe (1991) concludes something about readers who aren't as skilled He says these readers often seem to concentrate on individual words to understand a reading instead of looking at the whole text.
Interactive model Apart from the top-down and bottom-up reading approaches, there is also the interactive reading model which combines both of these This one is believed to be used the most often, particularly when helping students activate and use what they already know (Silberstein, 1987, p 31) Silberstein supports Carrell & Eisterhold' s (1987) ideas that reading is interactive because it is based on the reader's knowledge of language and background She explains that an interactive reading approach is a result of the interaction between the bottom-up and top-down models As readers go through the text, they decode the information while also making guesses about it. Therefore, an interactive reading method needs both background knowledge and language skills to work.
In conclusion, it is clear that the interactive model is the best one for accurately simulating the reader's mental reading process The reader must alternate between bottom-up and top-down thinking throughout this process since reading comprehension is impossible without any of these two thinking styles.
Retelling is an activity that assists students in concentrating on how well they understand what they have read and encourages them to share their newfound
10 knowledge with others Retelling can take the shape of an oral presentation or a written assignment It includes paying attention to the important story elements like character, setting, problem, events, solution and theme.
According to Kalmbach (1986), retelling, seen as remembering and sharing by using readers own words after reading or listening, where people talk about what they remember either orally or in writing or illustrations It is one of the easiest and most effective methods to make students understand better and want to read more.
Morrow (1996) and Searfoss (1994) mentioned that retelling includes three main characteristics: retelling as a comprehension technique, retelling as an assessment tool and retelling as a social interaction process.
Firstly, retelling is considered as a comprehension technique Morrow (1996) states that retelling allows a student to have a significant and active role in the construction of stories Retelling frequently include collaborative discussion with the teacher, peers, or groups, and this engagement helps students comprehend and retain the text they read or heard According to Rhodes and Shanklin (1993, p 232) retelling offers more information about a student's comprehension than conventional questions and answers do Retellings let learners focus on a deeper understanding of the text by going beyond the literal As a result, we can learn more about how a learner creates his or her own meanings by utilizing the text as a model Besides, Rog (2003, p 123) indicated that retelling was an effective techniquefor improving comprehension because it encourages readers to attend to the meaning of the text; reinforces elements of story structure, such as character, setting, and plot; requires readers to distinguish between key ideas and supporting details; and promotes communication and oral language development.
Secondly, retelling is regarded as an assessment tool Searfoss et al., (1994) mentions that the question-and-answer format frequently does not adequately capture the degree of the learner's understanding when evaluating a reader's comprehension. However, when retelling a story, students endeavor to recall the majority of the content as they can Retelling allows for a more thorough evaluation of their passage knowledge since they are not limited to only answering the questions Besides, Rog, 2003; Morrow, 1996 agree that retelling serves as an assessment techniquebecause it
11 shows what the student knows and remembers about the story, what they think is the most important to know about the story, how they organize and summarize the story using literary devices, and how well their vocabulary and oral language skills have developed Through the analysis of retelling, the teacher can determine a student's capacity for literal recall—that is, their memory for facts, details, cause-and-effect relations, and the chronological order of events Furthermore, children's understanding of story structure and their capacity for inference can be shown as they arrange, incorporate, and categorize information that is inferred but not explicitly stated in the story These characteristics imply that retelling functions as an effective diagnostic, during-reading, or post-reading reading comprehension assessment technique.
The last characteristic of retelling is a social interaction process Students’ verbalizations of what they remember from the text during teacher-directed reading instruction are normally limited to answering questions that are required by teachers and call for precise, text-based answers that are typically at the literal level (Durkin, 1978) When children retell a story, they must translate a text into their own words utilizing listening, speaking, reading, writing, and possibly drawing These elements make the retelling a pleasant, interactive, and effective technique Since the participants are engaged in reading, writing, discussing, and listening during the entire retelling process, it may be said that the process as a whole is active (Stoicovy, 1997, p 6) In other words, during the storytelling process, pupils are more at ease and open up to one another The level of interaction is much higher than in typical reading sessions, and they can socially and cooperatively interact with their teacher, a peer, or a partner.
In conclusion, retelling serves as a valuable educational tool, enhancing comprehension, offering a comprehensive assessment method, and promoting rich social interactions among students.
According to Rog (2003), Mowbray (2010) and Manyrawi (2013), retelling can be categorized into two main types: oral retelling and written retelling.
The initial category is the oral retelling technique employed to enhance reading comprehension and memory Rog (2003) noted that retelling offers readers a chance
12 to process their reading by arranging and explaining it to others The oral retelling technique prompts students to orally convey the information obtained from the text to others As indicated by Manyrawi (2013), this approach involves using coordinated sentences, brief forms, ellipsis, illustrations, and explanations as the defining characteristics of oral retelling Students are tasked with verbally describing all that they can recall from the reading Researchers suggest that retelling not only increases the quantity of comprehended information but also enhances its quality Through oral retelling, students reconstruct the material they read in their own words, necessitating a solid grasp of the content Employing this technique allows teachers to gauge how much information is retained after reading or listening to a text Furthermore, it offers insights to teachers regarding students' comprehension of text genres and their capacity to organize information Oral retelling technique contributes to improving students’ ability to retain previously acquired knowledge.
The second one is written retelling technique According to Manyrawi (2013), the written retelling technique involves an active cognitive process wherein the learner re-creates previously read content in a fresh written format Readers are tasked with discerning connections between ideas, identifying implicit cues, and exploring the text's structure During the process of written retelling, readers also draw upon their existing knowledge, derived from their mental frameworks related to the text. Subsequently, they reconstruct the concepts and events in a novel manner, which might also mirror their individual characteristics This new rendition becomes personal since each reader will generate distinct renditions while conveying the same message from the original text Written retelling bears resemblance to oral retelling, but the key distinction is that while oral retelling involves verbally recounting the information obtained from the text, written retelling necessitates the act of writing.
To sum up, retelling technique includes two main types (oral retelling and written retelling Both forms bring significant benefits to both learners and educators However, the researcher decided to choose written retelling technique because of several following reasons Firstly, written retelling leads to clearer and
13 more precise expressions of ideas compared to the spontaneous nature of oral retelling Secondly, written retelling often requires less time compared to oral retelling Indeed, written retelling allows teachers to involve all of the students at the same time in the production stage, but teacher can only invite some students to report their retelling with oral retelling Hence, written retelling technique is especially helpful in school or work situations where there is time limit (45 minutes 1 period) Finally, written retelling creates a permanent record that learners can revisit at any time This provides the opportunity for reflection, revision, and a deeper understanding of the material.
2.3.1 Definition of written retelling technique
Manyrawi (2013) defines that written retelling technique is an active mental thinking process that enables the learner to re- produce the already read material in a new written form Moreover, George (2011) indicates that written retelling involves students summarizing or recounting a text's main ideas, events, or information in their own words This process requires students to comprehend the original material, extract key points, and rephrase them coherently while maintaining the core meaning The goal of written retelling is to demonstrate comprehension and analytical skills by effectively conveying the essence of the source material through writing Tierney et al (1983) describe written retelling as a cognitive and linguistic exercise that entails students actively reconstructing the content of a text they've read or heard Through this process, learners engage with the text's structure, content, and language, and then reorganize and articulate the main ideas and details in their own words This practice enhances comprehension, memory retention, and the ability to synthesize information.
To conclude, the researcher agrees with the views of Tierney et al (1983); George (2011) and Manyrawi (2013) These researchers stated that written retelling is the act of summarizing or paraphrasing the main ideas, events, or information from a source text in one's own words, typically through written communication. This process involves understanding the original content, extracting key points, and rephrasing them while maintaining the essential meaning The goal of written
Relationship between written retelling technique and reading comprehension
Written retelling technique plays a pivotal role in enhancing reading comprehension by providing a structured framework for students to engage with and internalize the content of a text.
Firstly, the act of writing requires individuals to synthesize information, organize their thoughts, and articulate key ideas in their own words When students engage in written retelling, they are essentially processing the text on a deeper level, which leads to improved understanding and retention By translating their comprehension into written form, students reinforce their grasp of the material and actively participate in constructing meaning from the text.
Secondly, written retelling encourages metacognitive awareness as students reflect on their understanding of the text and evaluate their own comprehension This metacognitive process prompts students to monitor their comprehension, identify areas of confusion, and implement strategies to clarify their understanding Through written retelling, students develop critical thinking skills and become more adept at analyzing and interpreting complex texts.
Moreover, written retelling provides an opportunity for students to practice summarization, paraphrasing, and synthesis — all of which are essential components of proficient reading comprehension By distilling the main ideas and key details of a text into written form, students hone their ability to identify central themes, distinguish between important and peripheral information, and extract meaning from the text.
Research has consistently shown that incorporating written retelling activities into literacy instruction leads to significant improvements in reading comprehension skills.
By engaging students in the process of written retelling, educators empower them to become more active, strategic readers who are capable of comprehending and interpreting a wide range of texts.
In summary, the relationship between written retelling technique and reading comprehension is multifaceted: written retelling serves as a valuable tool for promoting deeper engagement with the text, fostering metacognitive awareness, and developing essential comprehension skills By leveraging written retelling technique in the classroom, educators can effectively support students in their journey toward becoming proficient readers and critical thinkers.
Retelling technique is considered one of the most effective strategies which is applied to improve students’ reading comprehension competence It has been received interests and attentions of various researchers so far Like any teaching strategies, retelling can be used effectively or ineffectively A number of researchers assert that retelling is useful in helping students to improve their reading comprehension competence.
Lin (2010) examined how the utilization of the retelling method influenced the English reading comprehension of Chinese students This study aimed to investigate the impact of the retelling technique on English reading comprehension for 126 Chinese students from a Taiwanese university The participants were divided into an experimental group and a control group who received the same learning content but different techniques, with the experimental group using retelling and the control group using conventional techniques Both groups took pre- and post-tests on reading comprehension However, the experimental group were asked to complete questionnaire on reading comprehension strategies and provide self-reports on their perceptions of using the retelling technique The findings revealed that retelling significantly enhanced the participants’ overall comprehension of the text, as well as their ability to learn general concepts and retain a synopsis of the story in their memory The participants who used the retelling technique were also better able than the control group to differentiate between overall and specific ideas and draw
20 connections between different parts of the text However, the retelling technique did not improve the participants’ ability to remember details of expository texts Based on these results, the study recommends the integration of retelling in second language reading comprehension instruction.
In a study by Sylvia (2017), the researcher indicated the impact of written retelling on the reading comprehension of students across Different Personality Learning Styles This quasi experimental study aims to investigate the impact of the written retelling technique on the reading comprehension of university students with different personality and learning styles (introverted vs extroverted) This quasi- experimental study utilized a reading comprehension test and a questionnaire to collect data The study involved two groups of students, with the experimental group receiving instruction using the written retelling technique and the control group using the oral retelling technique The results showed that the students in the experimental group performed better in the reading comprehension test than those in the control group Although there was a significant difference between extroverted and introverted students in their reading comprehension achievement, the study findings suggest that the written retelling technique was more effective, regardless of the students’ personality and learning styles.
Maulidina & Istiara (2022) explored the utilization of the retelling stories technique to enhance the reading comprehension of eleventh-grade students at Persada Bandar Lampung during the academic year 2021/2022, focusing on narrative texts The primary objective of this study was to improve the reading comprehension skills of students through the application of the retelling stories technique The research involved 27 students and was carried out over two cycles using classroom action research The main focus was on enhancing students' reading comprehension and learning activities, with data collected through observation sheets and tests The results indicated that cycle II had a higher score than cycle I, with a mean score improvement of 20.96 Additionally, there was an improvement in students’ learning activities, with the mean score increasing from 32 in cycle I to 39.04 in cycle II, resulting in an improvement of 7.04 points between
21 the cycles The analysis of the data showed that the retelling stories technique was effective in enhancing students' reading comprehension and learning activities.
In the context of Vietnam, Nguyen et al (2019) explored the effects of retelling techniqueon reading comprehension of Vietnamese English as a Foreign Language learners This study examined the effectiveness of retelling techniquein improving the reading comprehension of Vietnamese English as a Foreign Language learners. The results showed that retelling techniquesignificantly improved students' reading comprehension, particularly in terms of understanding and recall of details, as well as the ability to make inferences and draw conclusions The study involved 60 Vietnamese EFL learners who were studying at a university in Vietnam They were divided into two groups, an experimental group and a control group The results of the study showed that the experimental group, who received instruction using retelling technique, significantly outperformed the control group on the posttest. Specifically, the experimental group had higher scores on both literal and inferential questions The retelling techniquewas found to be particularly effective in improving students’ ability to understand and recall details from the text, as well as their ability to make inferences and draw conclusions.
Moreover, Ngoc et al (2021) investigated using story retelling to improve young learners’ second language reading comprehension This study explores the impact of story retelling on the reading comprehension skills of young English learners Researchers employed a combination of quantitative and qualitative approaches Forty children were selected from two comparable proficiency-level classes and divided into two groups for a two-month experimental treatment The findings indicate that the experimental group significantly outperformed the control group in the reading comprehension posttest The questionnaire and observation data further reveal that children positively responded to story retelling, leading to increased engagement in the reading class Additionally, story retelling generated excitement, motivation, and favorable shifts in behaviors and attitudes among young learners Consequently, the study recommends incorporating story retelling more frequently within language programs for young learners.
In short, most previous studies focus on the effect of spoken retelling technique on reading comprehension However, there has been little studies about using written retelling technique in teaching reading comprehension Like in other countries, written retelling technique is not widely used in foreign language classes in Viet Nam This paper study tries to fill the gap by implementing the techniqueof written retelling technique in teaching reading comprehension for high school students Additionally, the study aimed to explore students’ attitudes towards learning reading comprehension using the written retelling technique.
The chapter has so far presented the relevant literature, which has helped to form the theoretical and conceptual framework for the study It is firstly concerned with the nature of reading comprehension, including some definitions of reading and reading comprehension, models of reading The next content focuses on presenting a review of the main reading technique employed in this study which is retelling technique with its definitions, characteristics, types, advantages, stages of implementing teachers’ roles and previous related studies All of these serve as a basis for an action research on written retelling technique to enhance 10th grade students’ reading comprehension skill, which is carried out and presented in the next chapter.
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This chapter provides further details of the methodology undertaken to collect data to analyze the research questions It encompasses a detailed overview of the research design, context of the study, data collection instruments, data collection procedure and data analysis methods.
The research was implemented as a form of classroom action research As described by Carr and Kemmis (2003: 162), action research is essentially a type of self-reflective investigation conducted by participants with the aim of enhancing the rationality and fairness of their own actions, their comprehension of those actions, and the contexts in which the actions occur.
Cohen and Manion (2002) contended that the primary characteristic of action research is its contextual nature, as it focuses on recognizing and resolving issues within a particular setting They stated that the objective of action research was to enhance the existing educational environment in which the research took place In simpler terms, action research is context-specific, initiated by practitioners, and originates from actual classroom problems By employing action research, practitioners address and improve current situations while simultaneously generating new knowledge.
While various definitions of action research have been presented in the literature review, there is a consensus regarding its primary objective, which is to investigate and enhance one's own teaching practices This aligns perfectly with the aim of this study which is to assess the effectiveness of the written retelling technique in improving the reading skills of the researcher's students Therefore, the selection of action research as the approach for study is justified based on this rationale.
The study took place over a duration of 8 weeks, spanning from the 2rd week to the 9th week of the first semester As previously stated, the participants in the study
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The research was implemented as a form of classroom action research As described by Carr and Kemmis (2003: 162), action research is essentially a type of self-reflective investigation conducted by participants with the aim of enhancing the rationality and fairness of their own actions, their comprehension of those actions, and the contexts in which the actions occur.
Cohen and Manion (2002) contended that the primary characteristic of action research is its contextual nature, as it focuses on recognizing and resolving issues within a particular setting They stated that the objective of action research was to enhance the existing educational environment in which the research took place In simpler terms, action research is context-specific, initiated by practitioners, and originates from actual classroom problems By employing action research, practitioners address and improve current situations while simultaneously generating new knowledge.
While various definitions of action research have been presented in the literature review, there is a consensus regarding its primary objective, which is to investigate and enhance one's own teaching practices This aligns perfectly with the aim of this study which is to assess the effectiveness of the written retelling technique in improving the reading skills of the researcher's students Therefore, the selection of action research as the approach for study is justified based on this rationale.
The study took place over a duration of 8 weeks, spanning from the 2rd week to the 9th week of the first semester As previously stated, the participants in the study
24 were 68 students from two classes, 10A and 10B, in a high school located in Ninh Binh province The action research was implemented following Nunan's (1992) suggested action research cycle This cycle comprises seven phases, namely: problem identification, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up The decision to employ Nunan's action research model stemmed from its well-established effectiveness in addressing practical challenges within educational settings Nunan's model offers a systematic framework that makes it particularly suitable for investigating and addressing issues within the context of teaching and learning.
During the process of teaching reading to 10th-grade students, the author observed that a significant number of students made minimal progress after the lesson Some students struggled to comprehend the reading text, while others lacked the strategies to understand and engage with the material As a result, they often rely on "De Hoc Tot Tieng Anh 10" for answers to textbook tasks and exercises Moreover, some students adopted a slow reading approach, translating every word into their native language, which proved time-consuming and led to discouragement when encountering unfamiliar words or concepts Only a few students with better English skills knew how to extract specific information or identify main ideas through scanning or skimming Consequently, when presented with supplementary reading materials, they struggled to provide accurate answers to the accompanying exercises or tasks.
In order to assess the actual reading abilities of the students in class I0A and class 10B at the selected high school, a pre-test was administered by the researcher. The test involved the participation of 68 students who were not majoring in English. They were required to read two passages and then answer ten comprehension questions in multiple-choice format The results of the pre-test indicated significant difficulties in their reading comprehension skills Over half of the students in class 10B (64.7%) achieved poor scores (below five out of ten), while the remaining
25 students obtained modest scores (ranging from five to seven out of ten) The situation among the students in class 10A was quite similar in nature.
In order to gain further insights into the current situation, the researcher engaged in informal conversations with the students during their free breaks to identify their challenges The students themselves acknowledged that their reading comprehension skills were still at a low level, resulting in minimal progress after each lesson and difficulty understanding the texts They believed that their limited vocabulary posed a significant obstacle since they struggled to comprehend the text without knowledge of the meanings of new words Additionally, some students attributed their poor results in text comprehension to a lack of appropriate learning strategies Other factors mentioned included a lack of motivation, laziness, and dull activities, among others.
After analyzing informal chats in Phase 2, it was found that students’ limited reading comprehension proficiency could be attributed to their insufficient vocabulary, lack of motivation, and ineffective reading strategies This discovery prompted the researcher to delve into literature on teaching strategies suitable for reading lessons During the exploration, through various sources such as teaching methodology books and journal articles, the researcher found out applying the retelling technique in language instruction Consequently, the researcher speculated that incorporating the retelling technique could potentially enhance the situation.
The course for experimental group was applied in 8 weeks All the course procedures are shown in table 3.1:
Table 3.1 The course procedures for experimental class (10B)
Week 1 Introduction and orientation Students were administered the pretest
The research program was introduced to the students
Week 2 Sharing housework Students received retelling Week 3 Acupuncture technique instruction through the
Week 4 Idol: a global smash hit activities and exercises used in the Week 5 Why do people volunteer? lesson The lesson was strictly
Week 6 Wonderful nature taught according to three stages: pre, while and post.
Week 7 Conclusion Students were administered the posttest.
Week 8 Students were asked to fill in the questionnaire.
In week 1, students were given a pretest to complete within a 30-minute timeframe (refer to appendix 1A for the pretest content) The completed exam papers of the pretest were collected immediately after the students finished, and they were not provided with any correct answers The foundational concepts of the retelling technique were introduced, and a framework for the five-week lessons was also established Teacher also gave a model of using written retelling in reading comprehension to students in class 10B.
From the 2nd to the 6th week, the teacher provided the students with the first through fifth lessons Concurrently, the second step of the process was being executed In each lesson, the teacher assigned exercises related to a selected topic, often focusing on familiar subjects such as sharing housework or the wonders of nature The lessons strictly adhered to the reading stages, which included pre- reading, while reading, and post-reading activities (refer to appendix 4A for an example lesson plan for the experimental class):
At pre-reading stage, teacher is able to begin by activating students’ prior knowledge about the topic or theme of the text This can be done through class discussions, brainstorming, or related activities Teacher clearly states the purpose of reading the text and the specific goal of retelling Teacher explains that retelling helps in summarizing and comprehending the main ideas and details Then, teacher
27 provides an overview of the text, including the title, headings, subheadings, and any visual aids or illustrations in order to encourage students to make predictions and generate expectations about what they will read After that, teacher identifies and pre-teaches key vocabulary words or phrases that may pose challenges for students during reading Teacher has to ensure students have a good understanding of these terms before proceeding.
In while-reading stage, teacher asks students to read aloud or silent reading, which depends on the text and the students’ proficiency level Simultaneously, teacher encourages students to annotate or underline important information as they read Teacher also circulates around the classroom, observes students’ reading progress and addresses any difficulties they may encounter Teacher provides clarifications or explanations when necessary Besides, teacher pauses periodically during reading to check students' comprehension, asks questions about the main ideas, supporting details, and the overall structure of the text Teacher should encourage students to actively engage with the text and make connections to their prior knowledge.
In the last stage, post reading, teacher deliveries students retelling graphic organizer and instructs them to retell the text in their own words Teacher emphasizes the importance of including the main ideas, key details, and the overall sequence of events or information Then, teacher divides students into small groups to discuss and compare their retellings Teacher encourage them to share different perspectives and interpretations of the text This fosters collaborative learning and helps reinforce comprehension After that, teacher checks the retelling graphic organizer with the whole class Last but not least, teacher is able to provide extension activities that require students to apply their retelling skills, such as writing a summary, or engaging in related tasks that deepen their understanding of the text.
In the 7 week, a posttest was conducted to evaluate the students’ reading proficiency before and after the intervention The posttest maintained the same format, but difference of topic and difficult level compared to the pretest.
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The study was carried out at a public high school located in Ninh Binh province. The school was founded in 1994 and currently consists of 30 classes, employing around 70 teachers who specialize in various subjects The student body comprises over 1000 individuals, mostly from neighboring villages Similar to other typical high schools in the province, the school offers a curriculum divided into three distinct streams: basic education, natural sciences (including mathematics), and social sciences (featuring foreign languages).
Within the teaching staff, there are a total of eight English teachers, the majority of whom possess a minimum of three years of teaching experience These educators graduated from various universities in Vietnam, with three of them holding Master's degrees from the University of Languages and International Studies at Viet Nam
National University in Ha Noi To carry out the research as part of their coursework, the researcher obtained the principal's permission and received support from fellow English teachers.
English is considered as one of the most important subjects in training the students The school leaders have diligently established favorable conditions to facilitate English teaching and learning To encourage active participation and remove any fears, speaking lessons are permitted to occur beyond the confines of the classroom, allowing students to engage in activities more comfortably and speak English without fear of disturbing other classes Recently, an English club was also introduced, providing additional opportunities for students to learn and assist each other in mastering the language Furthermore, students have the chance to interact with foreigners and practice their English skills during field trips to renowned local and neighboring provincial destinations Moreover, the school organizes a variety of extracurricular activities such as English Speaking Contests and visits to heritage sites during weekly assemblies, fostering motivation among students to learn English while creating a platform for both teachers and students to participate. Consequently, the English teaching and learning atmosphere in the school has become more enthusiastic, gradually enhancing the overall quality of education.
In terms of material, the official English textbook for grade- 10 students at the school is Tieng Anh 10 - standard syllabus, published by the Ministry of Education and Training is used for all students at high schools in Ninh Binh province In reading lessons applied the written retelling technique, reading texts are taken from five units of the new English textbook, "Tiếng Anh 10 tập một, sách thi điểm" which was published by the Ministry of Education and Training.
The researcher purposefully selected two classes 10A and 10B with a total of 68 students Class 10A consisted of 34 students, including 24 girls and 10 boys, while class 10B had 20 girls and 14 boys The researcher is responsible for teaching English to two classes The reason why the researcher chose the 10th grade students as the subjects of the study is because the researcher has been teaching the 10th
31 grade students who are so enjoyable to participate in new methods Additionally, the researcher assumed that students had not been instructed in the written retelling technique during their time in secondary school Furthermore, 10th graders faced less stress from assessments like the General Certificate of Secondary Education conducted by the Vietnamese Ministry of Education or the exams for gifted students arranged by the Department of Ninh Binh Education for 11th or 12th graders Last but not least, both class 10A and class 10B were specialized in natural sciences and mathematics, with most students achieving low scores on the high school entrance examination compared to students In other words, both students in class 10A and 10B are not good at English subject The participants had three periods of English each week Both class 10A and class 10B study the same reading materials Class 10B students received a reading course that implemented the written retelling technique during their reading lessons while class 10A students were not taught the retelling technique in reading lessons All participants willingly participated in the course.
Data collection instrUMeNt 5 < +5 3E E91E3E92EESEEkESEEkSkEEkSkEEEkrkeekrkreerke 32
In this study, the researcher decided to use pre- test and post-test, questionnaire and teaching diaries as the main data collection instruments.
Tests serve as a highly effective assessment tool in research, particularly in second language acquisition studies, as they gather data regarding subjects’ proficiency and knowledge of the second language, encompassing vocabulary, grammar, and reading (Seliger & Shohamy, 1989: 176) In this study, to evaluate the students’ abilities before and after the intervention, two reading comprehension tests were administered (a pretest and a posttest) Both the pre- test and post- test shared the same form, length, but the different level of difficulty Specifically, for the pre- test, the topic, grammar and vocabulary are chosen from the contents covered in the textbook “Tiéng Anh 9 thi diém tap 2” On the other hand, the post- test is designed around the topic, grammar and vocabulary introduced in the
32 textbook “Tiếng Anh 10 thí điểm tập 1” Each test was allotted a duration of 30 minutes and consisted of two reading texts with ten multiple-choice questions sourced from Key English Test Extra published by Cambridge University Press,
2008 There are several reasons why the researcher chose reading texts of Key English Test Extra Firstly, Cambridge University Press is renowned for producing high-quality educational materials and assessments, ensuring that the content is reliable and aligned with international language standards Additionally, the 2008 edition of the Key English Test Extra provides a comprehensive and up-to-date overview of the English language, incorporating relevant and practical exercises to enhance language proficiency All of these reading tests can be found in Appendix 1A and 1B Finally, the selection of these test items was suitable for students’ reading abilities and their English proficiency level.
Tests offer advantages such as measuring language proficiency and providing objectively graded scores, ensuring concise and objective results for the study. However, using test scores to assess language proficiency also poses potential drawbacks, as they may not always accurately reflect students' true abilities due to factors like test anxiety or lack of reliability and validity in some available tests. Therefore, additional instruments such as questionnaires and teaching diaries were employed to gather further information about the experimental group, supplementing the insights derived from test scores.
The pilot study for the questionnaire was a crucial preparatory phase in ensuring its effectiveness and reliability A select group of participants, which consists of 34 students from another class in the same grade (other than class 10A and 10B), were chosen for this initial testing Under controlled conditions, they were provided with clear instructions on how to complete the questionnaire This pilot study served several vital purposes Firstly, it allowed for an assessment of the questionnaire's content validity, ensuring that the questions were well-structured and comprehensible Additionally, it provided insight into response variability, giving an indication of the questionnaire's sensitivity Furthermore, any potential biases in
33 responses were identified, helping to refine the questionnaire and reduce potential sources of bias.
The researcher utilized a questionnaire as a primary data collection tool in this study due to its various advantages The design of questions in the questionnaire drew upon established theories in the field, referencing the works of Snow et al (1989), Tierney et al (1983), Meister (1994), Rasinski (2010), and Manyrawi (2013) as well as the requisites of a reading lesson structured into three stages (pre-reading, while reading and post-reading) One of the key benefits is that this method enables the researcher to gather data in both quantitative and qualitative formats, serving their data needs comprehensively. Secondly, by giving every participant an opportunity to express their perspectives, whether students liked applying written retelling in their reading lessons and their views about effectiveness of written retelling technique in reading lessons The researcher can obtain data that is both consistent and precise, leading to a higher level of uniformity and accuracy in their findings.
The researcher developed a questionnaire (Appendix 3A, B) as a key component of this study This questionnaire consisted of six distinct questions. The survey utilized a multiple-choice format for questions 1, 3, 4, 5, and 6, providing respondents with four options to select from For question 2, a Likert Scale ranging from | to 4 was employed In this scale, a response of | indicates the highest level of disagreement, while a response of 4 represents the highest level of agreement To ensure ease of comprehension and response among the student participants, these questions were thoughtfully translated into Vietnamese The Vietnamese version of the questionnaire was kept faithful to the English version, maintaining its essence and utilizing terminology familiar to the students This careful translation aimed to bridge any potential language barriers The first, third and sixth questions delved into students’ view on using the written retelling technique as a means of enhancing reading comprehension. Each question has four options Besides, the second question indicated students’ opinion on the benefits of using the written retelling technique in reading
34 comprehension Question four mentioned the challenges that students encounter when using the written retelling technique in reading lessons Finally, question five performed activities that teacher could apply the written retelling technique to enhance the interesting and practical level of reading lessons.
According to Elliot (1991), diaries are a valuable research tool as they encompass a range of valuable elements such as observations, feelings, reactions, interpretations, reflections, hunches, and explanations, which provide insights into both students and teacher In this study, the researcher opted for the method of maintaining a teaching diary due to its numerous benefits One significant advantage was that it provided dedicated time for the researcher to systematically reflect on and address teaching-related issues By writing diaries (appendix 6B), the researcher could revisit each lesson and gain a deeper understanding of how to effectively implement the retelling technique Another benefit was the opportunity to write openly and honestly about things that happened in class without having to hide anything, as the diaries were first used as personal notes just for the researcher. This openness and honesty expedited the search for improvement The researcher promptly jotted down brief notes after each reading lesson that involved the implementation of the retelling technique Throughout the 8-week course for the experimental group, a total of 5 teaching diaries were written specifically for the reading lessons applying the retelling technique Teaching diaries were not written after weeks 1, 7 and 8 as they did not provide significant insights into the teaching of the retelling technique.
The researcher in this study adapted the teaching diaries based on theories of Bell (1999) The diary consisted of five main parts: technique instruction, lesson procedures, students’ participation, materials, and suggested changes (refer to appendix 6A for the teaching diary criteria) The findings derived from the teaching diaries contributed to find out the students’ attitude of using the written retelling technique in reading comprehension.
Data collection procedure - - - + + SE v1 H110 11011 rrkp 36 3.5 ri 0i nốắỄỶỪỪỪ
The researcher carried out the following steps to collect the data from tests, questionnaire, and teaching diaries.
Firstly, to find out the participants’ levels of reading comprehension before treatment in order to obtain the reliability for the research, a pre-test was conducted in week one with the participation of 68 students in both class 10A and 10B. Subsequently, from week two to week six, the researcher implemented the treatment. During the treatment, students in class 10B were taught English reading comprehension through using the written retelling technique During five weeks, the researcher worked as a guide, a facilitator, an evaluator and a manager to help students to complete tasks After that, the post-test was delivered to 68 students in both two classes in week seven Basing on the test scores, students’ English reading comprehension competence could be assessed after treatment Secondly, students (class 10B) were asked to fill in the questionnaire in week eight to get their opinions of using the written retelling technique in improving reading comprehension competence Students were carefully introduced the aim of questionnaire in Vietnamese Detailed instruction was given to the students so that they could understand and choose suitable answers Finally, the researcher wrote five teaching diaries to get their opinions on using the written retelling technique in improving reading comprehension competence.
The collected data was sorted, analyzed to draw out conclusion and implications for further study.
The researcher gathered data using several instruments, namely the pre-test, post-test, questionnaire, and teaching diaries Microsoft Excel software was utilized to compute the average, median, and standard deviation of the students’ scores in both reading comprehension tests The data obtained from the questionnaire responses were quantitatively analyzed using descriptive statistics, primarily focusing on percentages The data from teaching diaries were qualitatively analyzed to identify key themes and patterns.
This chapter outlines the procedures undertaken during the research, providing a comprehensive overview of the study's methodology It introduces a complete description of the methodology of the study in terms of the setting of the study, the teaching and learning conditions at the chosen high school as well as the research design, which encompasses the research approach, procedures, data collection instruments (including tests, a student questionnaire, and teaching diaries), and methods employed for data analysis.
DATA ANALYSIS, FINDINGS AND DISCUSSION
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Based on the study's results, the researcher also gives a recommendation for other studies First, further studies can be carried out to investigate the implementation of using writing retelling technique to improve reading comprehension in other grades in a high school with more participants, which aims to evaluate the effectiveness of the writing retelling technique in reading comprehension in the scale of the whole school It is a useful method for developing teaching English in the future Secondly, to improve reading learning effectively through writing retelling technique, it is necessary to compare different activities in applying the writing retelling technique, which helps the teacher choose the most suitable activities for his/ her students and motivate them in learning English Last but not least, it is recommended to investigate the effectiveness of using writing retelling technique to improve students’ other skills such as speaking, listening, writing as well.
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APPENDIX 1A: READING COMPREHENSION TEST 1 (PRETEST) Passage 1: Read the text and then choose the best answer A, B, €, or D.
Visit the Edinburgh Festival Every year, thousands of people come to Edinburgh, the capital city of Scotland, to be part of the Edinburgh Festival For three weeks every August and September the city is filled with actors and artists from all over the world They come to Edinburgh for the biggest arts festival in Britain During this time, the streets of the city are alive with music and dance from early in the morning until late at night You can even see artists painting pictures on the streets.
Tens of thousands of tourists come to the festival to see new films and plays and to hear music played by famous musicians This year, you can see over five hundred performances with actors from more than forty countries.
The tickets for these performances are quite cheap, and it is usually easier to see your favourite star in Edinburgh than it is in London So, come to Edinburgh next summer!
(Extracted from Key English Test Extra published by Cambridge University Press, 2008)
1 How many people come to attend the Edinburgh Festival every year?
A.Thousand people B.Thousands of people
2 How long does the Edinburgh Festival last?
C For 3 weeks every August and September D Three weeks
3 What can you even see artists doing on the streets?
A Playing the guitar on the streets
B Singing songs on the streets
C Painting pictures on the streets
4 How many performances can people see this year?
C Some people D Over five hundreds
5 How much are the tickets for these performances?
A.Very cheap B.Very expensive C.Not cheap D.Not quite expensive
Passage 2: Read the text and then choose the best answer A, B, C, or D.
Your Favorite Idol Meet Lily, a teenager with a passion for music She adores her favorite idol, Alex. Alex is a talented singer and dancer who became famous after participating in a singing competition Lily first saw Alex on TV and was instantly captivated by their voice and dance moves Since then, Lily has been following Alex's journey, from their first album to their latest hit songs.
Every day after school, Lily listens to Alex's songs on her phone She practices singing along and even tries to copy Alex's dance routines Lily dreams of attending one of Alex's concerts someday and hopes to meet them in person She also watches interviews and reads articles about Alex to learn more about their life and career.
Alex's positive energy and unique style inspire Lily to pursue her own dreams Lily believes that idols like Alex can motivate people to work hard and achieve their goals She's grateful for the happiness and motivation Alex's music brings to her life. (Extracted from Key English Test Extra published by Cambridge University Press, 2008)
1 What is the topic of the passage?
A A famous scientist B A popular video game
C Lily's favorite idol D A historical event
2 Why does Lily like Alex?
A Alex is a great dancer B Alex is a famous scientist.
C Alex is a professional athlete D Alex is a talented singer and dancer.
3 How does Lily follow Alex's journey?
D By listening to their songs and practicing dancing
4 What does Lily dream of doing someday?
A Meeting her favorite idol, Alex B Becoming a famous scientist
C Traveling to outer space D Winning a sports competition
5 How does Alex inspire Lily?
A By teaching her math B By making her laugh
C By motivating her to pursue her dreams D By giving her cooking lessons
APPENDIX 1B: READING COMPREHENSION TEST 2 (POSTTEST)
Passage 1: Read the text and then choose the best answer A, B, C, or D.
Canada Geese are large blue and white birds When autumn arrives, they have to fly south where the weather is warmer The winters are so cold in Canada that the birds die if they stay there Last spring, Bill Lishman found sixteen young Canada Geese on his farm They had lost their parents Bill thought, 'These young birds won't know what to do in the autumn’ Bill had a small plane and he decided to teach the birds to follow him All through the summer, he went on short trips in his plane and the young geese flew after him When the cold weather arrived in autumn, Bill flew to Virginia in the United States, 600 miles south of his home in Canada The geese followed him all the way Bill left the geese in Virginia and he returned home This spring, Bill was waiting for the birds to come back They didn't arrive, so Bill flew to Virginia to get them He looked for them for two weeks but he couldn't find them When he arrived back home, Bill found the geese waiting for him They had found their way home without him!
(Extracted from Key English Test Extra published by Cambridge University
1 Why do Canada Geese fly south during autumn?
A To find their lost parents B.To follow Bill Lishman
C To escape the cold weather D To visit Virginia
2 How did Bill Lishman help the young geese learn to fly south?
A He taught them to use a small plane B He sent them a map
C He trained them to swim D He gave them warm clothes
3 Where did Bill Lishman leave the young geese when the cold weather came?
C In his farm D In the United States
4 Why did Bill Lishman fly to Virginia in the autumn?
A To find his lost parents B To visit a friend
C To teach the geese to fly D To escape the cold weather
5 How did the young geese find their way back home in the spring?
A They followed Bill Lishman again
C They waited for Bill Lishman to come get them
D They navigated on their own
Passage 2: Read the text and then choose the best answer A, B, C, or D.
REBECCA STEVENS Rebecca Stevens was the first woman to climb Mount Everest Before she went up the highest mountain in the world, she was a journalist and lived in South London.
In 1993, Rebecca left her job and her family and travelled to Asia with some other climbers She found that life on Everest is very difficult “ You must carry everything on your back, “ she explained, “ so you can only take things that you will need You can’t wash on the mountain, and in the end I didn’t even take a toothbrush I am usually a clean person but there is no water, only snow Water is very heavy so you only take enough to drink!” Rebecca became famous when she reached the top of Mount Everest on May 17, 1993 After that, she wrote a book about the trip and people often asked her to talk about it She got a new job too, on science programme on television.
(Extracted from Key English Test Extra published by Cambridge University Press,
1 Where was Rebecca Stevens from?
A England B Asia C Everest D The South
2 Before she climbed Everest, Rebecca Stevens was a
3 Why did Rebecca Stevens become famous?
A She left her job and her family and travelled to Asia.
B She found that life on Everest is very difficult.
C She reached the top of Mount Everest in 1993.
D She was the first woman to climb Mount Everest.
4 Life on Everest is very difficult because
B you can’t take anything with you
C there is no water there
A new book B new job C programme
TEST SPECIFICA TION n2 HH ri, Vil
This test is designed to measure students’ reading comprehension ability of non- major English students in a high school (Extracted from Key English Test Extra published by Cambridge University Press, 2008)
The candidates of this test are students in a high school at the age of 15 These students have a basic grasp of knowledge: vocabulary and grammar at the secondary school level The first language of these students is their mother tongue, Vietnamese.
Pretest: The topics, vocabulary, and grammar of the 9th-grade English curriculum.
Posttest: The topics, vocabulary, and grammar of 10th grade English, term I.
4 Test Format: e Number of Questions: 10 multiple-choice questions e Number of Reading Passages: 2 e 5 multiple-choice questions in each reading passages
Multiple Choice Questions: These questions will present students with a set of 4 options (A, B, C or D) for each question, where they must select the correct answer from the given choices.
6 Passage Selection: e The reading passages will be chosen based on their relevance to topics covered in “Sach Tiéng Anh 9 thi diém, tap 2” and “Sach Tiéng Anh 10 thi diém, tap 1”, which is published by the Ministry of Education and Training. e The passages will be of an appropriate length to allow students to comprehend the content within the allocated time.
7 Scoring: Scores for the test are reported to each individual as an overall final score out of 10 Each correct answer will be awarded one point.
(ENGLISH VERSION) This post-treatment questionnaire is designed to collect data for my research into
“Using retelling technique to improve reading comprehension skill for the 10th form students at a high school in Ninh Binh province” Your assistance in > responding to the following questions is highly appreciated I promise that you will not be identified in any discussion of the data Please give your answers sincerely as only this will guarantee the success of this study Thank you for your cooperation!
1 How do you feel about using written retelling as a method to enhance your reading comprehension skills?
A Very enthusiastic, I believe it can be helpful
B Somewhat interested, I'm open to trying it
C Neutral, I'm unsure if it will make a difference
D Not interested at all, I prefer other methods
2 What are the benefits of using retelling technique in reading comprehension?
Please tick (V) in the box that best describes your thoughts.
(1) Completely disagree (2) Disagree (3) Agree (4)Completely agree
The benefits of using retelling technique in reading (1) | (2) |) | (4) comprehension
1 Written retelling helps me better understand the main ideas of a text.
2 Writing a retelling helps me remember the key details of what I read.
3 Using written retelling makes me think more critically about the text.
4 Written retelling allows me to summarize complex ideas in my own words.
5 Writing a retelling helps me to make connections between new information in the text and my prior knowledge.
6 After using written retelling, I comprehend and remember the synopsis of the text.
7 Using written retelling enhances my memory retention.
3 How frequently have you used written retelling as a technique to improve your reading comprehension?
4 What challenges might you encounter when using the written retelling technique in reading comprehension?
B Inadequate ability to summarize main points
C Poor spelling and grammar skills
5 How can a teacher enhance the interesting and practical level of reading lessons utilizing the written retelling technique?
A Incorporating a variety of reading materials
B Linking the reading material to real-life contexts
6 Retelling technique should be applied in English reading lessons in the future.
A Strongly agree B Agree C Disagree D Strong disagree
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Bang câu hỏi khảo sát này được thiết kế nhằm thu thập dữ liệu cho dé tài nghiên cứu "Sw dung chiến lược ké lại dé cải thiện kỹ năng hiểu đọc cho học sinh lớp 10 tại một trường trung học pho thông tại tỉnh Ninh Bình" Việc trả lời các câu hỏi sau đây của em góp phan quan trong trong nghiên cứu cua cô Cô cam đoan rang em sé không bi xác định trong bat kỳ cuộc thảo luận nào về dữ liệu Vui lòng trả lời thành thật vì chỉ có điều này mới đảm bảo thành công của nghiên cứu này Cảm ơn sự hợp tác của em!
1 Em cảm thấy thé nào về việc sử dụng chiến lược ké lại bằng văn bản như một phương pháp để nâng cao kỹ năng hiểu đọc của em?
A Rất hứng thú, em tin rằng nó có thé hữu ích
B Đôi chút quan tâm, em sẵn sàng thử nó
C Trung lập, em không biết liệu nó có tạo ra sự khác biệt không
D Hoàn toàn không quan tâm, em thích các phương pháp khác
2 Các lợi ích của việc sử dụng chiến lược kế lại trong việc hiểu đọc là gì?
Vui lòng đánh dấu (+) vào ô mô tả suy nghĩ của em.
(1) Hoàn toàn không đồng ý (2) Không đồng ý (3) Đồng ý (4) Hoàn toàn đồng ý
Lợi ích của việc sử dụng chiến lược kế lại trong bài đọc hiểu | (1) | (2) | (3) | (4)
1 Kỹ thuật kê lại văn bản giúp em hiéu rõ hơn về ý chính của văn bản.
2 Kỹ thuật kế lại giúp em nhớ các chỉ tiết quan trong trong văn bản.
3 Sử dụng kỹ thuật kê lại văn bản giúp em suy nghĩ sâu hơn về văn bản.
4 Kỹ thuật kê lại văn bản cho phép em tóm tắt ý tưởng phức tạp băng lời của riêng mình.
5 Kỹ thuật kê lại văn bản giúp tôi kết nối thông tin mới trong văn bản với kiên thức trước đó của mình.
6 Sau khi sử dụng kỹ thuật kể lại, tôi có thê hiểu và nhớ tóm tắt nội dung của văn bản hơn.
7 Sử dụng kỹ thuật ké lại giúp tôi cải thiện khả năng ghi nhớ.
3 Ban đã sử dụng việc ké lại bằng văn bản như một chiến lược để cải thiện kha năng hiểu đọc của mình như thế nào?
A Không bao giờ B Thị thoảng C Thường xuyên D Luôn luôn
4 Bạn có thể gặp phải những khó khăn gì khi sử dụng chiến lược viết lại văn bản trong việc hiểu đọc?
A Khả năng về từ vựng hạn chế
B Khả năng tóm tắt điểm chính không đủ
C Kỹ năng chính tả và ngữ pháp còn kém
D Khả năng ghi chú không đủ
5 Dé nâng cao mức độ thú vi va thực tế của bài học đọc bằng cách sử dung chiến lược kế lại bằng văn bản, giáo viên có thể xem xét các điều sau:
A Kết hợp nhiều nguồn tài liệu đọc khác nhau
B Liên kết nội dung đọc với ngữ cảnh thực tế
C Thiết kế các hoạt động học tập hấp dẫn
D Khác: Hs eee ee enenees
6 Chiến lược ké lại bằng văn bản nên được áp dụng trong bai học tiếng Anh đọc trong tương lai.
A Hoàn toàn đồng ý B.Đồngý C Không đồng ý D Hoàn toàn không đồng ý
APPENDIX 4: SAMPLE LESSON PLAN FOR THE EXPERIMENTAL GROUP
Unit 1: Family life LESSON 3: READING
I Level: Students (34 students) grasp basic knowledge of vocabulary, grammar, and contents covered in secondary school.
At the end of the lesson, the students will be able to read for the main ideas and the specific information about the benefits of sharing housework.
Students might encounter unfamiliar vocabulary and expressions in the text, and they may struggle to understand the meaning of these words based on the context It can be challenging to guess the intended words and phrases while reading, and students may need guidance on which words can be skipped without affecting their overall comprehension.
V Teaching Aids: Textbook, pictures, etc.
Stages Teacher’s activities Students’ activities
1 Warm- up | * Guessing: - Group work
(5ms) - Teacher divides students into 2 | - Do as required teams
- Teacher shows 5 pictures about household chores (one at a time) and asks students to guess
- One point for each correct answer, the winning team with the highest point.
2 Pre- | Activity 1: Answer the questions - Group work reading (Task 1, p.9) - Answer
(8ms) - Have Ss work in groups of four, | - Listen
XI look at the picture in their books and answer the questions: a What are the people in the picture doing? b Do you think they are happy?
- Call on some groups to give their answers.
- Teach these words through elicitation or explanation.
- sociable (adj): enjoying spending time with other people >< unsociable
- contribute (v) (contribute (sth) to sth) to give sth, especially money or goods, to help sb/sth; contribution (n)
- vulnerable (adj) (vulnerable to sb/sth) weak and easily hurt physically or emotionally
- critical (adj) (vulnerable to sb/sth) expressing disapproval of sb/sth and saying what you think is bad about them.
- draw Ss’ attention to the pronunciation of these words.
Vocabulary quizzes : Create short quizzes that assess s(udents understanding of specific words or phrases This includes matching definitions, multiple-choice questions, and fill-in-the-blank exercises.
-Listen carefully -Do as required
- Ask Ss to read the text and decide which of the following is the best title for it. a Doing housework is good for children b Husbands who share housework make their wives happy
XIH c Sharing housework makes the family happier
- Have Ss give their answers.
- Instruct students to read the text silently, underlining or highlighting important information.
- Ask Ss to read the questions to make sure they understand what information they need to answer the questions.
-Tell Ss to work with a partner, asking and answering the questions.
- Call on some pairs to ask and answer the questions.
- Check with the whole class.
1 They do better at school, become more sociable, and have better relationships with their teachers and friends.
2 Because it shows that they care about their wives and that makes their wives happy.
3 They may fall ill easily or may think about divorce.
4 There is a positive atmosphere for the family.
- Remind students the written retelling technique, emphasizing the importance of summarizing the main ideas concisely.
- Distribute graphic organizer including some clues for students to write their retellings.
- Ask students to write a brief retelling of the text, summarizing the main ideas and key details in their own words.
- Encourage them to use transitional words and phrases to connect their
- Monitor students' progress, providing support and guidance as needed.
- Allow students to share their retellings in pairs or small groups.
- Provide teacher’s feedback, focusing on the accuracy of the content, coherence, and language use.
- Encourage students to revise and improve their retellings based on the feedback received.
- Recap the main points discussed during the lesson, emphasizing the importance of summarizing and retelling key information.
- Allow for any final questions or clarifications.
- Encourage students to interview a family member or write a personal reflection about a memorable family experience related to the themes discussed in the text.
APPENDIX 5: WRITTEN RETELLING CHART Student’s name:
You can retell a story/ a passage by remembering what events happened first, next, then, and last.
1 Write the title and author.
2 Summarize the story/ the passage by filling in each of the boxes below, using words.
Shannon Kelley (2010), Retelling: An evidence-based literacy technique, Understood for All, https://www.understood.org/en/articles/how-to-teach-retelling, 14/7/2022.
APPENDIX 6A: CRITERIA FOR DIARIES Concern Areas Guiding Questions
Technique e What did the teacher do to give technique instruction?
Instruction e Did the technique instruction work?
Lesson procedures |e Did the teacher follow 3 stages of the reading lesson? e What happened in the pre-reading stage? In while reading stage? And post- reading stage? e Was the prediction technique used in combination with other reading technique? Did it work well?
Students’ e How did the students join the lesson? participation e Did students pay attention to the teacher’s instruction? e Did the students fulfill what the teacher asked them to do? e Did the students volunteer to express their ideas? e How did the students work individually? In pairs? In groups?
Reading materials | e Was the reading topic familiar to the students? Did the students have knowledge about the topic? e Did the materials keep the students interested?
Tasks e Were all the students on tasks? If not, when was it and why did it happen? e Which task did the students seem to enjoy most? e Which task did the students seem to enjoy least?
Suggested changes | e What changes (if any) will you make in your teaching?
(Adapted from theory of Morrison, M (2002) Using diaries in research Research methods in educational leadership and management, 213-232.)
Unit 1: Reading topic 1_ Sharing housework
1 Technique Instruction: Today's reading lesson focused on using the written retelling technique, which is a crucial skill for comprehending and summarizing the main points of a text I first introduced the technique by explaining that written retelling involves identifying the key elements of a story, such as characters, setting, problem, events, and resolution I emphasized the importance of understanding the sequence of events and how they contribute to the overall meaning of the story.
2 Lesson Procedure: a) Pre- reading: I explained the concept of retelling and its components — characters, setting, problem, events, and resolution Then, I made a model of the retelling process, thinking aloud while identifying the key elements In this stage, students were confused to find out key elements And they felt curious when hearing the new techniques- written retelling technique Then, I encouraged students to share their experiences, highlighting their successes and challenges in identifying story elements Students were very excited to share and many said that
“This is the first time I learn reading through this special new technique It helps me to remember the content of the text clearly.” b) While reading: I asked them to think about the benefits of doing housework to activate their prior knowledge I taught them some new words and structures from the text and had them review the vocabulary through quizzes, which the students found very interesting Then, I had the students read the text to find the best title and answer questions about specific information Then, I asked students report their answers in groups and I confirmed the answer with the whole class. c) Post- reading: After answering the questions, students were instructed to construct a brief retelling of the text using the elements they had identified I emphasized the importance of sequencing events and summarizing concisely After that, the teacher checked with the whole class.
3 Student’s Participation: At the start of the lesson, many students didn't seem ready for any activities Only around half of them listened to the teacher's instructions, while the others continued chatting, smiling, or teasing their classmates. The number of students paying attention increased when I asked them to construct a brief retelling of the text.
4 Reading Materials: For this lesson, the reading text was completely taken from the textbook The topic of reading text is really familiar with students.
5 Suggested Changes: e Extension activity: For students who finish early, offer an extension activity that challenges them to write a brief reflection on their favorite part of the text or their thoughts on the theme presented. e Time Monitoring: I should have assigned specific time limits to each phase of the lesson and set reminders to help me and my students stay on track In this lesson, we were running out of time.