Using english vocabulary in contexts to enhance reading skills for sophomores at a college in hanoi

Secondly, it investigates the opinions of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College toward using English vocabulary in contexts to enhance reading skil

MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

M.A THESIS USING ENGLISH VOCABULARY IN CONTEXTS

TO ENHANCE READING SKILLS FOR

SOPHOMORES AT A COLLEGE IN HANOI

(Sử dụng phương pháp học từ vựng tiếng Anh theo ngữ cảnh để cải thiện khả năng đọc hiểu cho sinh viên năm 2 tại một trường

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MINISTRY OF EDUCATION AND TRAINING

HANOI OPEN UNIVERSITY

M.A THESIS USING ENGLISH VOCABULARY IN CONTEXTS

TO ENHANCE READING SKILLS FOR

SOPHOMORES AT A COLLEGE IN HANOI

(Sử dụng phương pháp học từ vựng tiếng Anh theo ngữ cảnh để cải thiện khả năng đọc hiểu cho sinh viên năm 2 tại một trường

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CERTIFICATE OF ORIGINALITY

The study project report titled “USING ENGLISH VOCABULARY IN CONTEXTS TO ENHANCE READING SKILLS FOR SOPHOMORES AT A COLLEGE IN HANOI” was presented in partial satisfaction of the criteria for the

degree of Master in English Language I, the undersigned, hereby certify my authority

of the research project report No other person’s work has been used without proper attribution in the text of the thesis, except in those instances where the reference is stated

Hanoi, 2023

Le Thu Ha

Approved by SUPERVISOR

Ho Ngoc Trung

(Signature and full name)

Date: ………

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ACKNOWLEDGEMENTS

I wish to extend my deepest appreciation to all those who played a crucial role in the successful completion of this thesis It’s possible that without their guidance and input, I would not have been able to bring this work to fruition

Firstly, I want to convey my heartfelt thanks to my supervisor, Assoc Prof Dr

Ho Ngoc Trung He has been an unwavering source of support throughout the entire thesis process His invaluable guidance, insightful direction, and constructive feedback have been indispensable; without his assistance, this thesis would have remained far from completion

Secondly, my gratitude goes out to the faculty members of the Faculty of English

at Hanoi Open University Their academic expertise, enlightening lectures, and clear instructions have been immensely beneficial as I strived to finalize this project

Thirdly, I would like to express my appreciation to the librarians at Hanoi Open University They greatly facilitated my research by assisting in locating and borrowing the necessary resources for this thesis

Lastly, I want to express my profound gratitude to my family, seniors, and instructors for their unwavering support and encouragement throughout this journey

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ABSTRACT

This thesis aims to describe LEV in contexts that were applied in the classroom to facilitate their reading skills The results obtained can pave the way for several implications for teachers to make better decisions on encouraging their students to LEV in contexts to improve reading skills Therefore, the study is aimed at achieving the following objectives: Firstly, it aims to find out whether the experimental group of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College are any better at their reading skills through using English vocabulary in contexts than the control group Secondly, it investigates the opinions of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College toward using English vocabulary

in contexts to enhance reading skills Thus, the author utilized a sequential explanatory approach combining qualitative and quantitative techniques Sequential explanatory is

a form of hybrid method in which quantitative data collection is followed by gathering qualitative information to strengthen the quantitative data Multiple methodologies, including qualitative, quantitative, descriptive, and analytic, were used to conduct the study The pre-reading test, post-reading test, as well as vocabulary test outcomes for students, are analyzed qualitatively to glean relevant data Quantitative methods are utilized to collect data through exams, questionnaires, and interviews Descriptive language is used to convey the results of exams, questionnaires, and interviews The analysis is used to examine the elements that have an impact on the utilization of LEV

in thecontext of boosting reading skills based on the data obtained from evaluations, questionnaires, and interviews The results of this thesis show that the implementation

of using LEV in contexts to improve students’ reading skills in class A has yielded a significant improvement compared to students in class B, where no experimental intervention was conducted When it comes to the survey questionnaire and the interview, the students agreed that LEV in contexts was very helpful and helped them improve their reading skills

Key Words: LEV in contexts, improve reading skills, the second-year students in the

Faculty of Tour Guiding at Hanoi Tourism College

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LIST OF ABBREVIATIONS

EV: English Vocabulary

LEV: Learning English Vocabulary

FTG: Faculty of Tour Guiding

HTC: Hanoi Tourism College

LIST OF APPENDICES

Appendix I: Pre and Post-Reading Test

Appendix II: List of Vocabulary

Appendix III: Vocabulary Test

Appendix IV: Survey Questionnaire

Appendix V: Interview Questions

Appendix VI: Transcript of the Interview

Appendix VII: Lesson Plan for Reading Skills

LIST OF CHARTS AND TABLES

Chart 4.1: The results of the pre-reading test in classes A and B

Chart 4.2: The results of the post-reading test in classes A and B

Chart 4.3: The results of the pre and post-reading tests of class A

Chart 4.4: The results of the pre and post-reading tests of class B

Chart 4.5: The results of the vocabulary test of classes A and B

Table 4.1: The results of the pre-reading test in classes A and B

Table 4.2: The results of the post-reading test of classes A and B

Table 4.3: The results of the pre and post-reading tests of class A

Table 4.4: The results of the pre and post-reading tests of class B

Table 4.5: The statistical table of the pre-test and the post-test results in classes A and B Table 4.6: The results of the vocabulary test of classes A and B

Table 4.7: The statistical table of the vocabulary test results in classes A and B

Table 4.8: The results of the vocabulary learning habits

Table 4.9: The effectiveness of LEV in context compared to the traditional methods Table 4.10: The frequency of encountering unfamiliar words while reading English Table 4.11: Improving reading skills through LEV in context

Table 4.12 Students’ opinions about LEV in context as a useful method to improve reading skills

Table 4.13: Students’ recommendations on LEV in context to improve reading skills

CHAPTER II: Literature Review

CHAPTER IV: Results and discussion

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CHAPTER V: Conclusion

5.1 Recapitulation 47

APPENDICES

Appendix I: Pre and Post-Reading Test

Appendix II: List of Vocabulary

Appendix III: Vocabulary Test

Appendix IV: Survey Questionnaire

Appendix V: Interview Questions

Appendix VI: Transcript of the Interview

Appendix VII: Lesson Plan for Reading Skills

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CHAPTER I INTRODUCTION

This chapter starts with the introduction of the thesis: the rationale, aims, objectives, and research questions of this study Next, it is the method, scope, and significance of the thesis The structure of the study comes in the end

1.1 Rationale of the Study

Vocabulary is a fundamental element of language acquisition and proficiency, playing a significant role in the development and use of language skills Coady and Huckin (1997) assert that vocabulary plays a vital role in the process of language acquisition and holds significant value for the average language learner

One essential aspect is the fact that vocabulary constitutes a fundamental component of language, as no language can exist devoid of lexical units The term

“vocabulary” typically evokes thoughts of words through auditory or written means

A significant portion of students dedicates a substantial amount of time to the acquisition of English vocabulary, employing various learning methods, including memorization, repetition, and note-taking (Schmitt, 2000) Nevertheless, there exist various approaches to acquiring vocabulary through different skill sets

According to Schmitt (2000), there exists a range of tactics that can be employed to facilitate vocabulary acquisition One such strategy involves the discovery of the meaning of a new word In this approach, students are required to engage in reading activities, wherein they analyze, verify, speculate on the meaning, and consult a dictionary for unfamiliar words The acquisition of vocabulary plays a crucial role in developing reading proficiency As pupils expand their vocabulary, they will acquire the capacity to comprehend a wide range of texts, hence enhancing their reading proficiency

Furthermore, as posited by Chall (1987), a strong command of vocabulary has the potential to enhance reading comprehension, while engaging in reading activities can facilitate the expansion of one’s lexical repertoire Both vocabulary and reading play crucial roles in the acquisition of English language skills among pupils

The ability to read is an essential competency that holds significant importance for individuals, particularly students According to Mikulecky and Jeffries (2004),

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the act of reading holds significant importance as it has the potential to enhance students’ overall language proficiency in English This includes aiding students in developing the ability to think in English, expanding their vocabulary, refining their writing skills, and serving as a valuable means of acquiring new ideas, facts, and experiences

Hence, based on this perspective, the acquisition of reading skills has been regarded as a means for pupils to enhance their understanding of the English language According to Harmer’s (2003) research, reading is classified as one of the receptive skills in the English language However, the four language skills exhibit a strong interdependence Proficiency in reading English texts is crucial in facilitating comprehension of academic materials To further their academic endeavors, students are obligated to acquire a comprehensive understanding of numerous English literary works

Norbert (2000) asserts that the proportion of familiar and unfamiliar vocabulary is a critical determinant of text comprehension difficulty This factor is observed among certain students at Hanoi Tourism College Occasionally, students may lack the necessary resources to enhance their reading proficiency and expand their vocabulary As a result of this issue, individuals gradually enhance their skills

by isolating the acquisition of language from the whole learning process, leading to suboptimal outcomes in their proficiency levels Hence, it is advisable to employ certain methodologies to acquire vocabulary through the act of reading

One possible rationale is that students embarking on their academic journey may anticipate the acquisition of new vocabulary, which in turn can facilitate the enhancement of their reading proficiency Efficient acquisition of spelling for newly acquired vocabulary is facilitated through the reception of intelligible input during reading The primary objective of this study is to investigate the potential benefits of using English vocabulary in contextualized materials for sophomores studying in the Faculty of Tour Guiding at Hanoi Tourism College, with a specific focus on improving their reading skills

1.2 Aim and Objectives of the Study

The study aimed to describe LEV in contexts that were applied in the classroom to facilitate their reading skills The results obtained can pave the way for several implications for teachers to make better decisions on encouraging their students to LEV in contexts to improve reading skills

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Therefore, the study is aimed at achieving the following objectives:

(i) Finding out whether the experimental group of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College are any better at their reading skills through using English vocabulary in contexts than the control group;

(ii) Investigating the opinions of the second-year students in the Faculty of Tour Guiding at Hanoi Tourism College toward using English vocabulary in contexts to enhance reading skills

1.3 Research questions

(i) How much better are the experimental group of the sophomores in the Faculty of Tour Guiding at Hanoi Tourism College at their reading skills through

using English vocabulary in contexts than the control group?

(ii) What are the opinions of the second-year students in the Faculty of Tour Guiding at Hanoi Tourism College toward using English vocabulary in contexts to

enhance reading skills?

1.4 Methods of the Study

The objectives of this study are to find out whether the experimental group of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College are any better at their reading skills through using English vocabulary in contexts than the control group and to investigate the opinions of these sophomores toward using English vocabulary in contexts to enhance reading skills

Hence, the author employed a sequential explanatory approach that integrated both qualitative and quantitative methodologies Sequential explanatory is a blended method wherein quantitative data is initially gathered, followed by the collection of qualitative data to complement and enhance the quantitative findings This study was conducted using a variety of methodologies, encompassing qualitative, quantitative, descriptive, and analytical techniques

The pre-reading test, post-reading test, as well as vocabulary test outcomes for students, are analyzed qualitatively to glean relevant data Quantitative methods are utilized to collect data through exams, questionnaires, and interviews Descriptive language is used to convey the results of exams, questionnaires, and interviews The analysis is used to examine the elements that have an impact on the utilization of LEV

in the context of boosting reading skills based on the data obtained from evaluations, questionnaires, and interviews

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1.5 Scope of the Study

The study was conducted to help 100 sophomore students in the Faculty of Tour Guiding at Hanoi Tourism College improve their reading skills by using English vocabulary in contexts Therefore, the writer decided to guide these students at the pre-intermediate level to improve their vocabulary and reading skills by using English vocabulary in contexts

1.6 Significance of the Study

This study is anticipated to reveal the way LEV in context enables students to improve their reading skills and find out whether the experimental group of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College are any better

at their reading skills through using English vocabulary in contexts than the control group, and investigate the opinions of these sophomores toward using English vocabulary in contexts to enhance reading skills

Thus, the results can help instructors make more informed decisions about how

to motivate their students to improve their reading skills through the use of LEV in context Additionally, LEV in context should play a significant part in instructional practices since the method can enable students to acquire a deeper understanding of the information by truly grasping the meaning of the new words through the context

of reading the text During this procedure, a comprehensive new knowledge system

is developed

1.7 Structure of the Study

The Study is divided into five Chapters, References, and Appendices

Chapter I: Introduction

This chapter consists of the rationale, the aims, the research question, the scope, the significance, and the design of the study

Chapter II: Literature Review

This chapter is presented as the foundation for the study First is the review of previous studies Second, it is the review of the theoretical background which consists

of the nature of vocabulary, the importance of reading skills, vocabulary learning strategies, and learning English Vocabulary in contexts

Chapter III: Methodology

This chapter provides the methodology of the study which describes in detail all research governing orientations and research methods This chapter aims to

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explain various procedures and techniques that were used to yield answers to the research questions in Chapter 1 The methodology used in the study will be reviewed and data collection will be presented

Chapter IV: Results and Discussion

This chapter focuses on presenting the results of the tests, the results of the questionnaire, and the interview, then, it is data analysis and discussion

Chapter V: Conclusion

This chapter briefly summarizes what has been discussed in the previous parts Furthermore, this chapter also presents the limitations of the research and some suggestions for further studies

At the end of the study are references and appendices

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CHAPTER II LITERATURE REVIEW

The literature of the thesis is covered in this chapter: the review of previous studies, and the review of the theoretical background It includes the nature of vocabulary, an overview of reading skills, vocabulary learning strategies, and learning English vocabulary in contexts The summary of the chapter follows

2.1 Review of previous studies

Due to the limited popularity of the concept of LEV in the context of enhancing students’ reading skills, research is scarce on this matter However, a few studies highlighting the most efficacious approaches are outlined below

Zarfsaz, Elham, and Parisa Yeganehpour (2021) conducted a study that aimed

to examine the influence of various levels of context on the process of vocabulary acquisition and retention The primary objective of this research endeavor was to investigate the impact of utilizing different contextual settings (namely zero, reduced, and high contexts) on the acquisition and retention of vocabulary among Turkish upper-intermediate English as a Foreign Language (EFL) learners

The findings of the study indicated that the instruction of vocabulary within various contexts, including zero, lowered, and high, had a significant influence on the acquisition and retention of vocabulary among upper-intermediate English as a Foreign Language (EFL) learners

In both the post-test and delayed post-tests, participants in high and reduced contextual conditions they have exhibited marginally superior performance compared

to those in the zero contextual condition The findings of the study indicate that the provision of context significantly enhances the proficiency of Turkish English as a Foreign Language (EFL) learners at the upper-intermediate level, in comparison to situations where no contextual information is provided This implies that the comprehension and retention of word meanings are significantly facilitated when they are presented within a contextual framework

Moreover, the findings corroborate Schmitt’s (2002) claim that inferring the meaning of a word based on contextual clues is the most efficacious approach The research findings may have implications for pedagogy, affecting teachers, students, and text developers The results of this analysis will be utilized by educators to

Group 1 acquired knowledge of idioms through exposure to short narratives incorporating the specific idiomatic expressions, while Group 2 acquired knowledge

of idioms through exposure to individual sentences containing the targeted idiomatic expressions The experimental group acquired knowledge of idiomatic expressions through the process of decontextualizing the specific idioms under study The results obtained from both the immediate and delayed post-tests demonstrated a considerable impact of wider contexts on the participants’ acquisition and retention of idioms

Trinh (2017) conducted a study in Vietnam to investigate the value of utilizing contextual word-meaning inference and approaches to improve the reading skills of freshmen majoring in English at Quang Binh University At Quang Binh University, the study involved 60 first-year students in total, including 22 students from the College of English Language K57 class and 38 students from the University of English Language K57 class

To address the study inquiries, data was collected through the utilization of questionnaires and interviews The study examining students’ perspectives on inferring word meanings from context serves to raise awareness among students regarding the significance and efficacy of employing contextual guessing strategies

to enhance their reading comprehension skills

Moreover, the purpose of this study is to identify the challenges faced by year English major students at Quang Binh University, to provide a deeper understanding of the actual impediments encountered, and to suggest ways for enhancing their reading proficiency

first-Initially, a significant portion of pupils possess an understanding of the significance associated with inferring word meanings within the context of reading

Another challenge that many pupils face is a lack of reading strategies Consequently, this study proposes several efficacious solutions Moreover, experts have also identified certain elements that influence the progress of reading Based on the findings, it can be concluded that motivation significantly influences pupils’ reading abilities

2.2 Review of theoretical background

2.2.1 Nature of Vocabulary

The acquisition of vocabulary holds significant significance in the acquisition

of a new language In this endeavor, learners must possess a substantial repertoire of words to effectively engage in communication across the four language skills: reading, writing, speaking, and listening, specifically in the context of the English language

In this particular scenario, enhanced acquisition and retention of vocabulary

by pupils will facilitate seamless communication devoid of challenges Individuals would possess the capability to comprehend written texts and auditory dialogues, hence enabling them to derive understanding from such linguistic inputs Furthermore, pupils’ proficiency in writing and speaking is enhanced when they possess an extensive vocabulary

Schmitt (2000) posits that a crucial milestone for second language learners is the acquisition of a vocabulary of 2000 words This achievement is believed to enhance their proficiency and competence in everyday communication

Nevertheless, learners must acquire a sufficient amount of vocabulary to effectively comprehend and engage with actual literature The size of vocabulary required for reading authentic texts is not fixed, but according to Nation and Waring (as stated in Schmitt, 2000), a range of 3,000-5,000 word families is considered sufficient to facilitate initial comprehension of such written materials

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In a similar vein, the acquisition of reading skills is deemed significant, with its development often commencing in the initial stages of an individual’s life Brown (2010) asserts that the majority of typically developing children acquire the ability to read by the age of five or six, and in some cases, even earlier Hence, the act of reading holds significance in our lives as it enables us to gain information, expand our vocabulary, and enhance our reading proficiency

However, a limited number of individuals who are non-native English speakers engage with English books, resulting in a lack of progress in their reading proficiency Conversely, several students engage in English text consumption for recreational purposes, while others use it as an integral component of their educational development

According to Brown (2010), it is commonly assumed by educators that reading

is a talent that learners are expected to acquire (p 224) Nevertheless, certain students may struggle to learn this skill due to their inability to independently cultivate it

According to John (2000), a definition of vocabulary is provided According

to the author, vocabulary can be defined as a collection of distinct words, each accompanied by its respective meanings (p.16) Hence, vocabulary encompasses a wide range of terms that are employed in both spoken and written communication A word is a discrete linguistic unit that carries semantic meaning and can be expressed

by spoken or written means

There are numerous ways to make compound nouns, according to the Cambridge Dictionary (2017) The practice of combining two nouns, namely noun + noun (e.g., car park, Iceland), is frequently used

Additionally, other often seen patterns include adjective + noun (e.g., greenhouse, small talk), as well as verb + noun, exemplified by terms such as “go-kart” and

“runway.” According to Douglas Brown (2010), the vocabulary test may provide emphasis on more extensive lexical elements, such as phrasal verbs, compound nouns, or idioms

A phrasal verb is a linguistic structure that combines a verb with a preposition,

an adverb, or both and functions as a single unit, according to Merriam-Webster’s Advanced Learner’s English Dictionary (2008) “Call off” and “makeup” are two examples of phrasal verbs (p.1213)

Nevertheless, students must have a comprehensive understanding of phrasal verbs in their appropriate forms, as each verb exhibits distinct meanings when paired

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with different prepositions or adverbs Idioms, such as “a pretty penny” and “against the clock,” possess a distinct meaning that is derived solely from the entirety of the expression Consequently, the individual words comprising the idiom do not convey the intended significance when examined in isolation

Therefore, students must take into account all aspects of vocabulary to achieve

a comprehensive understanding of the text during the reading process Nevertheless, certain students possess the ability to comprehend a given text due to their familiarity with the characteristics of vocabulary, including function words and content words

However, they encounter challenges when faced with a diverse range of unfamiliar terms, such as phrasal verbs, idioms, or homographs, which hinder their reading comprehension However, individuals can acquire a comprehensive lexicon through the implementation of various strategies while engaging in text-based reading activities

2.2.2 Overview of Reading Skills

Reading is a cognitive process undertaken to comprehend the information conveyed inside a given textual material Through the act of reading, individuals have the opportunity to acquire various messages and information that can enhance their understanding

The act of reading involves the comprehension of written texts, wherein comprehension refers to the cognitive process of deriving meaning from individual words, sentences, and coherent textual passages

The process of reading comprehension encompasses the cognitive functions

of perception and cognition Readers employ their existing knowledge base, linguistic proficiency, and various cognitive methods to comprehend written material of level

7 complexity Reading can be understood as a dynamic process of communication that occurs between the writer and the reader

The author possesses a communicative intent encompassing emotions, factual information, concepts, and logical reasoning that they aim to convey Subsequently, the author proceeds to articulate the information using appropriate language Reading

is a cognitive process through which meaning is derived and comprehended

The act of reading encompasses more than just comprehension of words or syntax Reading in English involves more than just translating words; it requires active thinking and comprehension To effectively read English texts, readers must engage in critical thinking to understand the meaning conveyed by the text

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Reading comprehension can be likened to engaging in a dialogue with another individual In the event of a lack of comprehension about the discourse of another individual, one’s ability to grasp the subject matter and engage in meaningful conversation may be impeded Based on the aforementioned explanation, the researcher concludes that reading comprehension entails the cognitive process of extracting the intended meaning from a given text, encompassing all relevant information about the subject matter

The task of comprehending an English text poses challenges for students because English is a language that is not native to them Numerous readers may struggle to comprehend the author’s intended message due to cognitive constraints in their ability to think critically and analyze the semantic significance of words and sentences Hence, the reader must possess a high level of focus and attentiveness when engaging with textual material to comprehend the intended message conveyed

by the author

Concerning the importance of reading skills, according to Goodman (1971), reading can be described as a psycholinguistic activity in which the reader, who is a user of language, attempts to reconstruct a message that has been encoded by a writer

in the form of a visual representation (p.135) Goodman posited that the process of reconstruction is perceived as a cyclical endeavor involving the activities of sampling, predicting, testing, and confirming

According to William (1984), he shared a similar perspective with Goodman regarding the process of reading, particularly in terms of reconstruction The author posits that written texts frequently encompass an abundance of information that surpasses our requisite comprehension According to the author (p.3), an efficient reader utilizes this approach to extract only the necessary information required to derive meaning

The viewpoint expressed is concurred by Nuttall and Grellet The aforementioned statement posits that reading is the act of receiving a message from the text Reading can be thought of as a mechanical process in which the brain is then tasked with determining the message’s significance and meaning after the eyes have already received it (p 153) The author not only examines two acts that are primarily controlled by the eyes and the brain but also emphasizes the significance of the speed

at which the reading process occurs It is asserted that the pace at which a reader engages with a text is determined by their personal preference and decision-making

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In summary, based on the aforementioned perspectives, it becomes evident that a comprehensive understanding of the ideas and characteristics encompassing the act of reading eludes any singular individual Each definition encapsulates the scholarly perspective on the meaning of reading Nevertheless, it is important to note that all definitions share a fundamental characteristic, namely the essence of the act

of reading

Furthermore, it appears that the term “reading entails comprehending the ideas put forth by the author” is more desirable As readers, our task is to interpret the intentions of the author by delving into their thoughts rather than solely relying on the words they have written This study conceptualizes reading as the ability to discern the implicit meaning conveyed by authors through their written statements

According to Richards and Schmidt (2002), the concept of reading skill encompasses a range of abilities that are essential for proficient reading These abilities include the capacity to identify main ideas, comprehend sequential information, recognize specific details, draw inferences, establish comparisons, and make predictions This definition is particularly relevant to the context of second and foreign language instruction, with a specific focus on adult learners Occasionally, these skills are instructed in isolation

According to Patel and Jain (2008), reading refers to the process of comprehending the intended significance of written symbols, specifically printed words The act of reading involves the active utilization of recognition and comprehension abilities Engaging in the act of reading is a significant endeavor that allows individuals to enhance their knowledge and stay informed The ability to read proficiently is a crucial asset for achieving academic excellence

The phenomenon of reading remains a subject of incomplete comprehension and elusive explication since individuals possess idiosyncratic interpretations and understandings thereof The act of reading encompasses various interconnected components, including the recognition of words, the understanding of text, the ability

to read with ease, and the drive to engage in reading activities

Conversely, reading can be defined as the aptitude or capacity to extract information from written texts, as well as how an individual comprehends and interprets such material (Cambridge, 2017)

Reading is the act of engaging with many forms of written material, such as labels, directions, advertisements, and notes, among others, to obtain information

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Word fluency, comprehension, and recognition are all necessary for this procedure Given that reading involves the process of receiving information, it is regarded as a receptive talent Reading is a collaborative process where the reader and the text exchange information

During this cognitive process, the reader is likely engaging in metacognition

by reflecting on the content’s utility, entertainment value, tedium, or peculiarity There exists a diverse range of reading activities that students can engage in Oftentimes, students opt for personal reading since it captivates their interest and proves to be more engaging Simultaneously, this style of reading aids in the learning

of new words

Hence, the development of reading skills holds significant importance for students as it greatly contributes to the expansion of their knowledge and understanding, particularly in the context of the English language The author asserts that a key strategy for enhancing pupils’ reading proficiency involves understanding the intended objectives of the reading material Numerous objectives of reading have been posited by various scholars and authorities in the field Nunan (1999) discusses seven primary objectives associated with the act of reading:

1) The act of acquiring information serves a specific goal or is driven by a genuine interest in a certain subject matter

2) To acquire guidance on the execution of various duties pertinent to our professional or personal endeavors, such as comprehending the operational mechanisms of appliances

3) Engaging in theatrical performances, participating in recreational activities, and solving puzzles;

4) Maintaining communication with acquaintances through written exchanges

or comprehending professional correspondence

5) To ascertain the timing, location, or availability of an event or item, 6) To acquire knowledge regarding current or past events, as conveyed through sources such as newspapers, magazines, or reports

7) To derive pleasure or experience heightened emotions

2.2.3 Vocabulary learning strategies

A comprehensive understanding of vocabulary is a fundamental aspect of effective communication skills, playing a crucial role in both the ability to express oneself and comprehend others in a second language The concept of word knowledge

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encompasses various aspects, including the ability to accurately spell and pronounce

a word, understand its collocations, and use it appropriately in different contexts

Hence, it may be argued that lexical competence encompasses more than just proficiency in defining a certain set of terms, as it entails a comprehensive understanding of several domains of knowledge Consequently, acquiring such knowledge necessitates the utilization of diverse methodologies

Foreign language learners employ a variety of ways to acquire knowledge of words in the target language Given the aforementioned context, scholars in the field

of second as well as foreign language acquisition have endeavored to categorize the tactics utilized by learners in the acquisition of vocabulary in second and foreign languages

Learners who adopt self-initiation tactics utilize a diverse range of methods

to clarify the meaning of vocabulary items The cognitive methods outlined in Gu and Johnson’s taxonomy encompass the utilization of guessing strategies, proficient utilization of dictionaries, and effective note-taking procedures

Learners employing inference techniques rely on their prior knowledge and utilize linguistic cues, such as the grammatical structures inside a sentence, to make educated guesses on the intended meaning of a word

Activation tactics encompass many techniques that enable learners to effectively employ newly acquired vocabulary in diverse circumstances For example, individuals engaged in the process of learning can construct sentences utilizing the newly acquired vocabulary The aforementioned tactics can be succinctly stated in tabular form

Schmitt (2002) has developed an extensive compilation of vocabulary learning tools The author categorizes the tactics into two distinct groups: those employed to ascertain the meaning of unfamiliar words upon initial encounter, and those utilized

to reinforce comprehension upon subsequent encounters

The former category encompasses determination and social strategies, while the latter category encompasses cognitive, metacognitive, memory, and social strategies Schmitt incorporates social methods into both categories, as they possess the potential to serve both objectives

According to Schmitt (p 205), determination strategies are employed by learners in situations where they need to ascertain the meaning of a new word without relying on the experiences of others

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Consequently, individuals engaged in the process of learning endeavor to ascertain the significance of a novel lexical item through the utilization of contextual clues, their understanding of linguistic structures, and supplementary resources

According to Schmitt, the second method of uncovering a novel significance involves utilizing social methods, such as seeking assistance from others in deciphering unfamiliar vocabulary

To practice and maintain vocabulary, students must use a variety of strategies

in addition to the initial acquisition of a word To ensure that they fully comprehend and remember the language they are learning, students use a variety of social, memory, cognitive, and metacognitive strategies

2.2.4 Learning English vocabulary in contexts

The term “context” in the field of language refers to the specific textual or discoursal location where a particular phrase or structure is situated The context of a given situation can vary in length, ranging from a concise sentence to multiple paragraphs It often encompasses foreign terminology or concepts

The term “context” pertains to the semantic interpretation of a novel lexical item The presence of context is contingent upon the reader’s implicit knowledge, as well as their other information and context

According to Schmitt (2001) and Thornbury (2002), the utilization of contextual clues presented within a text is regarded as the most advantageous approach for comprehending a text and inferring the intended meanings of unfamiliar terms The existence of meaning is contingent upon the presence of context Language always exists within a specific context

According to Rivers (1981), the absence of context in language material, which is commonly referred to as “no context,” should not be viewed as a lack of context On the contrary, this absence of context serves as a context in itself and significantly influences the perception of the language material (pp 231-232)

The understanding of vocabulary extends beyond the mere memorization of words in isolation Specifically, it is argued that the significance of vocabulary proficiency is contingent upon the context of the language where these words are employed, as the context plays a crucial role in shaping the interpretation of the words The pedagogical approach of acquiring vocabulary in context often involves the acquisition of new terms and vocabulary through authentic reading materials, as opposed to isolated instructional units

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In an instructional setting, an educator may employ contextualization as a pedagogical strategy to facilitate vocabulary acquisition Specifically, the instructor may opt to select vocabulary terms for a classroom lesson that align with the content

of a reading assignment that students are slated to peruse later in the day Educators have the option to employ contextual cues to enable pupils to discern and pinpoint new words, afterward utilizing these words as the foundation for a vocabulary instructional session The acquisition of vocabulary within a contextual framework can provide students with the opportunity to develop and enhance their ability to utilize context clues, which are frequently valuable in deciphering the meaning of unfamiliar terms by relying on contextual information

The concept of vocabulary in context often pertains to words that are encountered within their “natural environment,” as opposed to being presented in isolation on a page without any specific purpose Although vocabulary lessons that include memorizing word lists can be beneficial, they may not accurately reflect the way individuals typically encounter unfamiliar terms This is the reason why it may

be advantageous to provide students with opportunities to encounter vocabulary within contextualized settings, enabling them to identify and comprehend the meanings of unfamiliar words

Students who learn vocabulary by reading improve their reading skills at the same time, which benefits them in two ways: they gain vocabulary knowledge while also improving their reading abilities According to Chall (as quoted in Nation, 2001), reading plays a key part in one’s vocabulary growth while also improving reading comprehension Consequently, there is a reciprocal interaction between the two entities

According to Nation (2001), “Small amounts of incidental vocabulary learning occur from reading, and these small amounts can become big if learners read large quantities of comprehensible text” (p 149) According to John (2000), incidental vocabulary learning occurs when readers are given a reading task without being explicitly told to focus on the vocabulary present in the text or being informed in advance that a vocabulary test will be administered after the task is finished

Reading intensively and reading extensively are two different strategies for building a limited vocabulary Intensive reading is a type of reading that tries to improve vocabulary development and strategy use Intensive reading, according to

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Nation (2001), is the careful evaluation of brief publications that are frequently fewer

than 100 words long and typically between three and five hundred words long

The main goal of intensive reading is to understand the text however, the

methods used in this approach place a lot of emphasis on the vocabulary, grammar,

and discourse that are present in the text

Hence, as students engage with this kind of material, they concurrently acquire

new vocabulary as they extract precise information In instances where certain words

elude comprehension, readers employ rigorous reading strategies to comprehend the

intricacies of a particular context

Nevertheless, according to Nation (2001), comprehensive reading is

characterized by a primary emphasis on comprehending the intended message of the

book (p 149) There exist two distinct categories of extensive reading: the first type

focuses on expanding one’s vocabulary, while the second type emphasizes the

development of fluency

Reading materials should ideally have a maximum of 5% unfamiliar words

and 2% challenging words to facilitate comprehension and educated guessing

Additionally, it is important to provide a minimum of 1-2% unfamiliar words to

provide opportunities for vocabulary expansion According to Nation (2001), in this

particular form of reading, learners are required to engage with texts that have

minimal or nonexistent unfamiliar vocabulary

One of the essential prerequisites for effective extensive reading is that

students should engage with texts that are at their comprehension level (Harmer,

2003) Furthermore, the pupils have the opportunity to derive pleasure from the act

of reading while simultaneously acquiring a new language There exist several

rationales for pupils to enhance their language proficiency through the practice of

substantial reading

Firstly, it is crucial to remember that reading is largely an individual activity

Consequently, individuals with varying levels of skill have the opportunity to learn

at their own pace, without being constrained by a rigid class curriculum Additionally,

this approach enables students to pursue their interests by selecting their reading

materials, thereby enhancing their intrinsic drive toward the learning process Additionally, technology offers the potential for educational experiences to take place

beyond the confines of the traditional classroom setting (Nation, 2001, p.151)

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Hence, within the context of intensive and lengthy reading, it is seen that professors play a crucial role in facilitating student engagement since students often lack the motivation to read independently without the encouragement and guidance provided by their instructors

In general, the act of reading English texts has a significant impact on students’ vocabulary acquisition and enhances their confidence and comprehension abilities The presence of prior vocabulary knowledge among students enhances their ability

to comprehend texts, hence facilitating the reading process When acquiring vocabulary through contextual learning, the context can be understood as the sentence

or surrounding setting in which the specific word is encountered

According to Brown (2010), the concept of context extends beyond the mere linguistic setting in which a term is used, encompassing several forms of pragmatic knowledge as well (p 308)

The understanding of context encompasses the identification of the genre of the text, the author’s identity, the intended audience, and the situational factors that influence the interpretation of the text According to Beck, McKeown, and Kuca (1983) (as stated in Grabe, 2009), word contexts can typically be categorized into four sorts:

a) Misdirective contexts, which can potentially mislead pupils in understanding the intended meaning of a word

b) Nondirective situations that do not offer any guidance in steering a pupil towards a specific interpretation of the word

c) General circumstances that offer a basic amount of assistance

d) Directive contexts are situations or circumstances that offer clear and explicit cues or indications that aid in accurately inferring the intended meaning of a newly encountered word

2.3 Summary

This chapter provides an analysis of the literature related to the thesis The present chapter commences with an in-depth review of prior research-based investigations, with particular emphasis on research undertaken both within Vietnam and worldwide Next, the theoretical background is presented for analysis The subject matter comprises the characteristics of vocabulary, the significance of reading

19 proficiency, strategies for acquiring vocabulary, and the acquisition of English vocabulary within particular contexts

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CHAPTER III METHODOLOGY

This chapter deals with the research methodology of the thesis This chapter starts with the research orientation of the study Then, the research design, experimental research, population, and sample of this study are given Next, is the data collection, methods of analysis, and the summary of the chapter

3.1 Research orientation

This chapter focuses on the research methods to achieve the study objectives The study centers around a quasi-experimental design, employing sequential explanatory methods that involve the use of exams, questionnaires, and interviews The chapter begins with an overview of the research design and then moves on to a review of the study’s sample and demographics Subsequently, the data collection methods are presented, along with a description of the research instruments employed

The objectives of this research are to determine if the experimental group consisting of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College exhibit improved reading skills when utilizing English vocabulary in contextual settings compared to the control group Additionally, this study aims to explore the perspectives of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College regarding the efficacy of using English vocabulary in contextual settings to enhance their reading skills

The author employed a sequential explanatory mixed method approach, integrating both quantitative and qualitative methodologies Sequential explanatory

is a mixed-method approach wherein the researcher initially gathers quantitative data and afterward supplements it with qualitative data to enhance the overall robustness

of the findings

The study employed many research methodologies, including qualitative, quantitative, descriptive, and analytical approaches The qualitative approach is employed to gather pertinent data from students’ pre-reading test results, post-reading test results, and vocabulary test scores The quantitative approach is employed to gather data from both tests, the survey questionnaire and the interview

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The term “descriptive” is employed to characterize the data obtained from tests and the responses gathered through the questionnaire and the interview outcomes The process of analysis is employed to examine the data obtained from test outcomes, questionnaires, interviews, and the exploration of the perspectives of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College on the utilization

of English vocabulary in various settings, to improve reading proficiency

3.2 Research design

The objective of this study was to investigate the potential improvement in reading skills among sophomores in the Faculty of Tour Guiding at Hanoi Tourism College, specifically focusing on the experimental group The study aimed to determine whether the experimental group, which utilized English vocabulary in contextual settings, exhibited superior reading skills compared to the control group

Additionally, the study sought to explore the perspectives of sophomores in the Faculty of Tour Guiding at Hanoi Tourism College regarding the effectiveness of using English vocabulary in contextual settings as a means to enhance reading skills

To address the aforementioned study inquiries, the investigator employed descriptive and qualitative methodologies to acquire the requisite data Qualitative and descriptive methodologies are employed to investigate phenomena using conducting questionnaires and interviews

This study employed a qualitative research methodology to gather data, specifically through the use of questionnaires and interviews with students Additionally, pre-reading and post-reading tests were developed to assess the reading skills of the experimental group, consisting of second-year students in the Faculty of Tour Guiding at Hanoi Tourism College, about their usage of English vocabulary in contextual settings The study also aimed to investigate the perspectives of these sophomores regarding the effectiveness of using English vocabulary in contextual situations for improving reading skills

In the context of qualitative research, the researcher engages in the identification of topics or questions of interest, gathering information from diverse sources, often through active participation Furthermore, the researcher assumes the analytical responsibility of uncovering answers that arise from the information obtained during the study The duration of information gathering might vary, ranging from a few months to an indeterminate period until a satisfactory answer is obtained

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It is common for the timeframe of a study to remain undefined when the research is initially conducted The researcher employed a sequential explanatory mixed-method approach, which involved the integration of both quantitative and qualitative methods

First, the researcher divided the students into two classes which are

Experimental Class (Class A) whose students were treated by using English vocabulary in contexts to improve reading skills, and Control Class (Class B) whose

students were not given the method Both students in classes A and B were given a pre-reading test to assess the ability of these students’ reading skills Afterward, the researcher gave them a list of vocabulary from the reading test and asked them to remember it

Next, to ensure that these students may forget the keys of the pre-reading test, three months later, the students in both Class A and B were given a post-reading test that had the same questions as the pre-reading test Besides, the post-reading test was used to determine whether using English vocabulary in contexts can have positive effects on the reading skills of sophomore students of the Faculty of Tour Guiding at Hanoi Tourism College or not

Moreover, to get convincing results, the students in both classes A and B took

a vocabulary test which was given immediately after the post-reading test to find out whether using English vocabulary in context could boost these students’ vocabulary and influence the results of the post-reading test or not

Finally, to find out students’ opinions toward using English vocabulary in contexts to enhance the reading skills of sophomores in the Faculty of Tour Guiding

at Hanoi Tourism College, the writer used the survey questionnaire and interview

In terms of the survey questionnaire, all students in class A answered all of the survey questions

The interviewees were 20 students who were randomly chosen from the experimental class (class A) To avoid the inconvenience of students having to travel, all interviews took place in their classrooms The researcher thought that because their classroom was familiar, her students felt more at ease there

3.3 Experimental research

Quasi-experimental research is a systematic and structured research approach used in various fields, including social sciences, psychology, and education, to

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investigate the causal relationships between variables when the full conditions of a true experimental design cannot be met This research method is characterized by the deliberate absence of random assignment, a key feature of true experimental research, and the use of naturally occurring or pre-existing groups or conditions

Quasi-experiments typically involve the manipulation of an independent variable to observe its impact on a dependent variable within real-world settings, making it especially valuable when ethical, practical, or logistical constraints prevent the use of random assignment

Researchers conducting quasi-experimental studies often employ control groups, statistical techniques, and other strategies to account for potential confounding variables and to draw inferences about causal relationships The findings from quasi-experimental research contribute to our understanding of complex, real-world phenomena and have practical implications in fields where traditional experimental designs may not be feasible or ethical

While causal inferences are more challenging in quasi-experimental research due to non-randomized group selection, this research method is a valuable tool for addressing complex research questions and shedding light on the relationships between variables within naturalistic contexts

3.4 Population and sample

According to Creswell (2008), a population can be defined as a collection of individuals who share a common trait As a result of the previous claim, the author ascertained that the target population for this study comprised a total of 100 students enrolled in the third semester across two classes Participants were selected randomly

to engage in either the activities or the interview They willingly took part in the research process to get insights into their approaches to LEV in contexts

The present study was carried out within the Faculty of Tour Guiding at Hanoi Tourism College, which offers a range of disciplines including English for Academic Purposes The rationale for selecting this subject is predicated upon the students’ limited proficiency in reading The outcome of a pre-reading test conducted by the researcher is evident Hence, the researcher employed purposive sampling to

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specifically target participants who possess expertise or familiarity with the subject matter under investigation

3.5 Data collection

The collection of data must be pertinent to the study problem The data utilized

in this study will consist of descriptive qualitative data The researcher used a rigorous selection process to determine the eligibility of students to participate in the study

To address the study inquiries, the investigator employed pre-test and post-test assessments, as well as questionnaires and interviews, to collect the data

The individuals included in the study were identical to those who participated

in the process of document analysis The study involved a total of 100 individuals The researcher requested that the subject complete the pre-test, post-test, vocabulary test, questionnaire, and interview that pertained to the data required by the researcher

To spare the inconvenience of traveling for the students, all interviews took place in their classrooms The researcher thought that her students were more at ease in their classroom because it was a familiar setting

3.6 Methods of Analysis

The data analysis process involved multiple processes employed by the researchers Initially, the researcher identified and selected a sample that met the predetermined criteria Furthermore, the researcher employed a sequential explanatory mixed method approach, integrating both quantitative and qualitative methodologies A pre-reading assessment was administered to evaluate the reading proficiency of the students

3.6.1 Quasi-Experimental Teaching

The writer used quasi-experimental research She taught LEV in contexts as a strategy for Experimental Class (Class A) The teaching was conducted in three meetings, including a pre-reading test in the first meeting, then, guiding students to LEV in the context in the second, and a post-reading test and vocabulary test in the last meeting For the Control Class (Class B), the writer conducted only two meetings that consisted of a pre-reading test in the first meeting, a post-reading test, and a vocabulary test in the last one

A Experimental Class (Class A)

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The First Meeting (June 20 th , 2023)

The writer entered the classroom and greeted the students She went on to describe the goals of her research and the importance of improving reading skills for students She examined the attendance roll and introduced herself to each student by name after a brief five-minute self-introduction

The author then gave a pre-reading test (Appendix I) to determine the level of students’ reading skills She had the whole class take around 30 minutes to complete the test Finally, the author gave these students a vocabulary word list (Appendix II) and asked them to learn it

The Second Meeting (June 25 th , 2023)

Before beginning her presentation on how to improve reading skills via LEV

in contexts, the author checked the attendance roster at the second meeting of the experimental class The author then went on to guide these students on how to LEV

in contexts to truly grasp the meaning of the reading passage (Appendix I) The author next gave them a list of vocabulary from the reading test and asked them to remember

it via contexts in the reading passage (Appendix I)

The Third Meeting (September 20 th , 2023)

In the third session of the experiment class, the instructor checked the students’ attendance to ensure everyone was there The author then gave a post-reading test (Appendix I) which has the same questions as the pre-reading test, which was used

to determine whether using English vocabulary in contexts can have positive effects

on the reading skills of sophomore students of the Faculty of Tour Guiding at Hanoi Tourism College or not

Moreover, to get convincing results, these students took a vocabulary test (Appendix III) which was given immediately after the post-reading test to find out whether using English vocabulary in context could boost these students’ vocabulary and influence the results of the post-reading test or not

Finally, to find out students’ opinions toward using English vocabulary in contexts to enhance the reading skills of sophomores in the Faculty of Tour Guiding

at Hanoi Tourism College, the writer used the survey questionnaire and the interview

B Control Class (Class B)

The First Meeting (June 20 th , 2023)

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The author reached the classroom and made introductions to the students In addition, she described the goal of her investigation and the importance of improving reading skills for students After introducing herself for five minutes, she checked the students’ attendance

In addition, the writer gave the pre-reading test (Appendix I) to the students to assess the level of students’ reading skills She had the whole class take around 30 minutes to complete the test Finally, the author gave these students a vocabulary word list (Appendix II) and asked them to learn it

The Second Meeting (September 20 th , 2023)

The writer began the second meeting of the control class by verifying the attendance list, afterwards, she described the objective of the second meeting In this meeting, the author gave a post-reading test (Appendix I) which has the same questions as the pre-reading test, used to determine whether LEV by themselves without using LEV in contexts can have positive effects on the reading skills or not

Moreover, to get convincing results, these students took a vocabulary test (Appendix III) which was given immediately after the post-reading test to find out whether using LEV in contexts could boost these students’ vocabulary and influence the results of the post-reading test or not

3.6.2 Tests

A test was given to the students to assess the development of their English vocabulary and reading abilities The study employed two distinct types of testing The initial assessment was referred to as the pre-reading exam, the same as the post-reading test The following evaluation was conducted using a vocabulary test

A questionnaire is a structured and standardized instrument or tool employed

in research, surveys, and data collection processes to systematically obtain information, opinions, or responses from individuals or a sample of respondents It

3.6.4 Interview

Structured, semi-structured, and unstructured interviews are the three primary categories of interviews, according to Borg and Gall (1983) In this study, the author used a semi-structured interview, a research technique that is frequently used in the social sciences A semi-structured interview is unstructured, allowing for new ideas

to be raised during the interview as a result of what the interviewee says, as opposed

to a structured interview, which includes a strict list of questions from which one cannot deviate

In a semi-structured interview, the interviewer typically has a framework of themes to be explored to get information from the participants Thus, it serves as a source to find out students’ opinions toward using English vocabulary in contexts to enhance reading skills in the Faculty of Tour Guiding at Hanoi Tourism College by using two interview questions (see Appendix V) The interview analysis was transcribed and coded into two themes:

1/ Students’ opinions toward using LEV in contexts to enhance reading skills 2/ Students’ hardships in using LEV in contexts to improve students’ reading skills

To maintain the validity of the interview’s data, the author cross-checked the transcription The interview calls for the collection of data through direct communication between the interviewer and the participants As a result, it gathers comprehensive data that exposes in-depth answers from respondents

Additionally, the interviewees were informed that the session had been recorded There were 10 students chosen randomly from class A To strengthen the students’ reading abilities, LEV in context was taught to the interviewees from Class

A In order to avoid the inconvenience of students having to travel, all interviews took

3.7 Summary

To fulfill the research objectives, a combination of qualitative, quantitative, descriptive, and analytical methods was employed in this study Specifically, a descriptive qualitative approach was used to gather data This approach primarily focused on quasi-experiments, examinations, questionnaires, and interviews as sequential explanatory techniques

The researcher adopted a sequential explanatory mixed-method approach, which integrated both quantitative and qualitative methodologies In this type of hybrid method, the initial step involves the collection of quantitative data, followed

by the gathering of qualitative data to enhance and provide context to the quantitative findings The study encompassed various research methodologies, including qualitative, quantitative, descriptive, and analytical techniques

The data analysis process involved qualitative analysis of pre-reading tests, post-reading tests, and vocabulary test results from the students to extract relevant insights Quantitative data, on the other hand, was collected through examinations, questionnaires, and interviews The results of these exams, the questionnaires, and the interviews were communicated using descriptive language

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CHAPTER IV FINDINGS AND DISCUSSION

The researcher employed distinct research instruments, specifically the pre and post-reading test, the vocabulary test, the questionnaires, and the interviews, to address the two study inquiries that were formulated As a result, the findings of this study are divided into three distinct analyses: the analysis of data from the reading and vocabulary tests, and the analysis of data from the questionnaire and the interview The parts that follow offer a more thorough discussion of each area

4.1 Results of the reading tests

The results of the pre-reading test and post-reading test

The reading tests were given to the students to measure the improvement of students’ reading skills, before and after the innovation was given There were tests in which the students participated, the pre-test, and post-test to find out the improvement of students’ reading skills when using LEV in contexts

After converting data which were collected from the pre-reading test and reading test of the students in classes A and B to the table below:

post-Table 4.1: The results of the pre-reading test in classes A and B

RESULTS OF THE

After converting data which were collected from the results of the pre-test of

these examined students in classes A and B to the chart below:

Chart 4.1: The results of the pre-reading test in class A and B

It can be seen from Table 1 and Chart 1 that the findings from the pre-reading test indicate that the academic performance of students in class A is similar to that of students in class B This implies that the reading skills of students in both classes are relatively similar The score distribution ranges mainly from 1/13 correct answers to 12/13 correct answers in both classes, with a focus on the average group scoring 5/13 correct answers

Subsequently, there is a subset of students who tend to achieve a score of 6 out

of 13 correct answers, while another subset of students normally obtains a score of 4 out of 13 correct answers In both classes, the minimum scores observed were 1/13 accurate answers, with no students achieving 0/13 and 13/13 correct answers in both classes A and B

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After converting data which were collected from the results of a post-reading test of these examined students in classes A and B to the chart below:

Table 4.2: The results of post- reading test of classes A and B

RESULTS OF THE

After converting data which were collected from the results of the post-reading

test of these examined students in classes A and B to the chart below:

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Chart 4.2: The results of the post-reading test in class A and B

In terms of the results of the post-reading test in class A, the figures are higher

in the categories of average, good, and above They range from 6/13 correct answers

to 13/13 correct answers, all of which are higher than all the students in class B Meanwhile, more students achieved lower scores in class B, which are in the range

of 1/13 to 5/13, which is also the most common and predominant range

The highest scores for students in class A are 7/13 correct answers, followed

by 6/13 correct answers Moving on to the post-reading test, class A no longer has students scoring in the range of 1/13 correct answers, 2/13 correct answers, and 3/13 correct answers

This means that there are no longer students at the average level, as they have all moved up to at least 4/13 correct answers, which is the lowest level, and 2% of students have achieved a perfect score of 13/13 correct answers

In contrast, in class B, there are still students scoring at the average level with 1/13 correct answers, 2/13 correct answers, and 3/13 correct answers; and no students are achieving a perfect score of 13/13 correct answers