CERTIFICATE OF ORIGINALITY I, the undersigned, at this moment, certify my authority of the study project report entitled USING THE PQRST STRATEGY TO IMPROVE READING COMPREHENSION SKILLS
INTRODUCTION
Rationale
The global significance of English as a widely spoken language has a profound impact on global communication and collaboration among individuals English has become an integral component of the national education system in Vietnam The language skills encompassed in this context may include the domains of listening, speaking, reading, and writing To achieve proficiency in the English language, individuals should strive to enhance their proficiency in the four fundamental language abilities Mastering the talent of reading is often considered challenging
According to Richards (2013), reading is seen as a dynamic activity where the reader is actively engaged with the text throughout the entire reading experience Reading has a crucial role in education, especially in supporting the process of teaching and learning The act of reading involves cognitive processes such as critical thinking, comprehension, and interpretation, which enable individuals to delve into the underlying significance of a written work This statement suggests that to acquire knowledge and information from a written text, readers must engage in a cognitive process of explanation and comprehension
Reading is a multifaceted cognitive process that involves comprehending written text and integrating new knowledge with existing understanding Engaging in reading fosters language proficiency, particularly for students Accordingly, a positive correlation exists between reading and students' enhanced comprehension of written materials This process entails the incremental development of students' understanding of vocabulary, grammar, and spelling, empowering them to comprehend and effectively utilize these elements in their own communication.
Reading comprehension requires students to actively engage with the text in order to construct meaningful interpretations of the material Reading comprehension is the cognitive process by which a student acquires a knowledge of the concepts offered in a text However, students have not yet achieved a complete comprehension of the significance of reading Despite possessing fluent reading skills, a considerable proportion of students nevertheless face difficulties in grasping the subject The potential source of this problem might be attributed to the inadequate grammatical and vocabulary proficiency demonstrated by students Unfortunately, this problem has also been noticed among students who are currently attending Tran Thanh Tong High School, specifically those in the tenth grade
Reading includes a variety of abilities and procedures that readers utilize to actively interact with the text These abilities include the capacity to forecast information, recognize crucial features, organize and compress knowledge, supervise comprehension, handle challenges in comprehending, and coordinate comprehension with personal goals (Grabe, 2010; Tankersley, 2003) Reading can be defined as the cognitive process of understanding and extracting meaning from written material During this process, readers rely on their linguistic skills, including vocabulary and language structure, to comprehend the information presented in the text To develop proficient comprehension skills, students must engage in extensive practice
English teachers face challenges when teaching reading due to numerous barriers students face in understanding the text Implementing a range of reading comprehension strategies is essential for improving students‟ reading skills English teachers should aim to recognize and utilize effective strategies that can enhance their students' understanding of reading content
According to Staton, as reported by Simatupang and Sihombing (2012), the utilization of the PQRST strategy has the potential to enhance readers' comprehension and assist them in effectively prioritizing information in a manner that aligns with its practical application This strategy has demonstrated its efficacy in enhancing students' reading comprehension skills, as evidenced by the studies done by Haeryanto (2012), Susanti (2013), and Septiari (2013)
Effective reading comprehension instruction aims to foster students' ability to grasp and interpret textual meanings To achieve this, teachers consider various internal factors, such as word recognition and comprehension, and external influences External factors encompass crucial elements that support learning, including the teaching approach employed by educators Skilled educators identify and implement optimal strategies that cater to students' learning styles, ultimately maximizing comprehension outcomes.
According to the researcher's initial assessment before to starting the study, it was noted that the teacher at a high school in Hanoi mainly employed testing methods instead of a teaching strategy while teaching reading comprehension The teacher specifically asked the students to offer answers to the questions related to the content they had read Regrettably, a significant number of students exhibited a lack of motivation in completing the task due to their inadequate comprehension of the reading material Consequently, the students exhibited a lack of motivation to engage with the material and make an effort to understand its content
The PQRST Strategy is a cognitive framework that can provide students with a systematic approach to enhance their reading comprehension skills According to Thomas and Robinson (1982), it was suggested The PQRST strategy serves as a learning technique that assists students in resolving challenges related to reading comprehension through the implementation of a structured five-step process Individuals are engaging in the activities of previewing, questioning, reading, summarizing, and evaluating The PQRST strategy consists of multiple stages that aim to enhance instructional and cognitive processes, with a specific focus on improving students' reading comprehension abilities
The PQRST Strategy is a proven method for boosting reading comprehension It consists of five steps: Previewing (exploring the text), Questioning (formulating inquiries), Reading (thoroughly comprehending the text), Stating/Summarizing (condensing the main ideas), and Testing (assessing understanding) Enhancing the strategy for educational settings includes incorporating discussions and identifying key sentences within the passage.
The PQRST strategy enhances instructional and learning efficacy by engaging students actively This strategy involves Previewing the material, posing Questions about it, Reading actively, Summarizing key points, and Testing understanding By implementing this method, students can delve deeper into the learning process, fostering comprehension and retention.
To enhance students' reading comprehension abilities, the researcher implemented a quasi-experimental study using the PQRST strategy The study, entitled "Using PQRST Strategy to Improve Students’ Reading Comprehension Skills," targeted tenth-grade students at a Hanoi high school.
Aims and objectives of the study
This study aims to evaluate the effectiveness of using the PQRST strategy to improve the reading comprehension skills and degree of student involvement in learning among tenth-grade students at a High School in Hanoi The approach employed in this study is problem formulation
In order to accomplish the aforementioned goal, the study centers its attention on the following objectives:
- Investigating the difference in reading comprehension success between students who get instruction utilizing the PQRST strategy and those who do not
- Examining the perspectives of tenth-grade students at Tran Thanh Tong High School regarding the use of the PQRST strategy to improve their reading comprehension abilities.
Research questions
The research problem is articulated through the following questions:
1 What is the difference in reading comprehension success between students who are instructed utilizing the PQRST strategy and those who are not?
2 What are the perspectives of tenth-grade students at Tran Thanh Tong High School regarding the use of the PQRST strategy to enhance their reading comprehension?
Methods of the study
This study used a Quasi-experimental method, employing two randomized groups The study included Pre-test and Post-test procedures to evaluate the influence of the PQRST strategy on reading comprehension
The present study employed a methodology that directly observed the implementation and outcomes of the PQRST strategy in connection to students' reading comprehension skills
The researcher used a questionnaire to investigate how students use the PQRST strategy for reading comprehension.
Scope of the study
The study aimed to assess the efficacy of the PQRST Strategy in enhancing students' reading comprehension
The study focused on the 120 tenth-grade students enrolled at Tran Thanh Tong High School during the Academic Year 2022 - 2023
The study was carried out at Tran Thanh Tong High School
The study was conducted in the second semester of the Academic Year 2022 - 2023.
Significance of the study
The study's results are expected to offer a different method for teaching reading comprehension and establish a theoretical foundation for enhancing students' reading comprehension abilities using the PQRST strategy
This study will likely provide advantages not only for students, but also for teachers and schools:
+ For students: The implementation of the PQRST strategy is expected to improve students reading comprehension Furthermore, employing the PQRST strategy facilitates comprehension of written content, enhances learning new vocabulary, fosters awareness of word construction, boosts reading motivation, and enables identification of the main topic in the text
+ For teachers: The implementation of the PQRST strategy facilitates the growth of students reading comprehension abilities Teachers can enhance students' comprehension by facilitating their investigation of fundamental concepts, enhancing their vocabulary, and facilitating their interpretation of written content This technique additionally advantages teachers by fostering learning processes in the classroom
+ For other researchers: The objective of this study is to provide an outline for future writers who want to enhance reading comprehension through the utilization of the PQRST strategy This study provides a valuable resource for developing writers, offering ideas on the efficient use of the PQRST strategy in schools to improve the teaching of reading comprehension.
Structure of the study
To achieve the stated goals, this study is structured into 5 chapters, as well as including references and appendices
Chapter 1, Introduction, offers an in-depth assessment of the rationale, aims and objectives, research questions, scope, significance, methodology and study design
Chapter 2, Literature review, provides comprehensive contextual information for the entire study
Chapter 3, Research Methodology, presents the study's methodology, outlining the research's objectives and the procedures employed to get answers to the research questions discussed in the initial chapter
Chapter 4, Findings and Discussion, begins with the result of the data analysis, the results from observation and questionnaires, followed by a discussion
Chapter 5, Conclusion, briefly summarizes what has been addressed in the preceding sections Furthermore, this chapter also outlines the limitations of the research and provides recommendation for further investigations.
LITERATURE REVIEW
Previous studies
A recent global study has primarily focused on investigating the efficacy of the Preview, Question, Read, Summarize, and Test (PQRST) strategy in enhancing students' reading comprehension The initial investigation was conducted by Malia in 2015 The researcher conducted a study in the XI IPS Grade of MA Diniyah Puteri Pekanbaru to assess the efficacy of the PQRST strategy for enhancing students' reading comprehension of hortatory exposition texts The study was exclusively done with Grade XI IPS students at MA Diniyah Puteri, Pekanbaru This study utilizes the methodology of classroom action research The study was conducted in two stages In cycle 1, the students effectively utilized the PQRST strategy to significantly improve their understanding of hortatory exposition texts The mean scores of the students on the reading comprehension test, which assessed their understanding of hortatory exposition material, indicate that After Cycle 1, there was a 4.5-point improvement in the mean score of students' comprehension Nevertheless, there was no significant rise in the mean scores Following the completion of Cycle 2, there was a notable enhancement of 10.5 points in the mean score for students' comprehension The improvement achieved from the beginning of the study to the end of Cycle 2 can be categorized as significant One reason for ending this research after Cycle 2 is this The results of this study suggest that utilizing the PQRST (Preview, Question, Read, Summarize, and Test) strategy enhances the effectiveness of teaching and learning, hence improving students' reading comprehension of hortatory exposition texts
In a 2013 study by Susanti, the PQRST strategy was implemented to enhance reading comprehension in 11th grade students Using action research methodology, the study gathered qualitative and quantitative data Qualitative findings revealed increased motivation, involvement, and enthusiasm during reading instruction Students demonstrated effective communication with peers, teachers, and materials Quantitatively, the mean score of reading comprehension assessments improved from 36.89 to 44.23, indicating a significant enhancement of 07.34 The study concluded that the PQRST method successfully improved the teaching and learning of reading comprehension.
According to the research indicated earlier, it has been found that there are differences in how the PQRST (Preview, Question, Read, Summary, and Test) strategies are used to improve reading comprehension The initial inquiry utilized an approach referred to as classroom action research The study demonstrates that the students in grade XI IPS of MA Diniyah Puteri, Pekanbaru made notable advancements in their comprehension of hortatory exposition texts through the use of the PQRST strategy The study conducted prior to the current one demonstrates a notable rise in students' motivation, classroom engagement, and enthusiasm towards the process of reading instruction Moreover, humans possess the capacity to actively participate in the process of reading and acquiring knowledge The students exhibited outstanding interpersonal abilities while engaging with other students, teachers, and instructional resources throughout the 11th grade reading lessons and learning activities at SMA PIRI 1 Yogyakarta throughout the 2012/2013 academic year This study utilizes the methodology of classroom action research The study utilized classroom action research in the Eleventh Grade of a Private Islamic Senior High School Tahfizhil Qur‟an Medan The study's findings indicate that the utilization of the PQRST (Preview, Question, Read, Summary, and Test) strategy led to improved reading comprehension abilities among students The students' active participation in classroom activities and their eagerness for improving reading comprehension abilities are clearly noticeable The interview results indicated that the students show a keen interest in studies about reading comprehension
In an effort to enhance reading comprehension among tenth-grade students, a quasi-experimental study is being conducted to investigate the efficacy of the PQRST strategy (Preview, Question, Read, Summary, Test) This strategy was chosen based on favorable results observed in a previous study The purpose of the study is to determine which specific elements of reading improve most significantly after implementing the PQRST strategy during instruction.
Briefly, The PQRST strategy is able to make students become active in reading process, make them focus on the text, attract their motivation, have a long- term memory in comprehending the text and increase their score on the test
Theoretical background
Reading comprehension includes more than simply reading aloud and involves the cognitive process of comprehending the intended significance of certain words, sentences, paragraphs, and the connections of ideas within a given book As per Wooley's research (2011), the process of reading comprehension is characterized as an interactive cognitive activity wherein readers engage in the active construction of meaningful representations of textual material Reading comprehension is a reciprocal relationship between readers and the text, wherein readers actively engage with the text and make connections to derive meaning
Readers' reading comprehension is influenced by their general knowledge
An individual's existing knowledge of a specific subject influences their capacity to acquire new information about that subject When it comes to reading comprehension, the reader must actively participate in the task of understanding written text This entails developing a comprehension that goes beyond the reader's reaction and has the capacity to heighten their curiosity in the content
Proficiency in reading is essential for students due to the majority of written instructional resources Students can enhance their knowledge by exclusively immersing themselves in reading to acquire new content within their field of study
By engaging in the activity of reading, children have the opportunity to enhance their knowledge and develop essential abilities that are necessary for independent learning
Given the significance of reading in the academic development of students, English teachers must impart comprehensive reading abilities to their students through the utilization of diverse instructional methodologies It is recommended that teachers employ a variety of instructional methods, including traditional approaches such as oral reading and translation, as well as a specific technique aimed at fostering students' reading comprehension abilities As stated by Nunan
(1991), reading is of utmost importance in all educational environments It functions as both a useful repository of knowledge and an enjoyable activity, while also serving as a means to strengthen and broaden one's comprehension of language, literature, and culture Engaging in reading activities within the school environment is anticipated to have substantial effects on several aspects of students' life
Comprehension of written material is influenced by linguistic patterns, metacognitive regulation, and prior knowledge The reader's ability to understand linguistic structures in the text is crucial They must also have metacognitive skills to monitor and regulate their comprehension Finally, readers with extensive background knowledge and vocabulary possess a significant advantage.
Text comprehension involves multiple interconnected phases (Willis, 2008) It starts with acquiring information by focusing on relevant cues Fluency and vocabulary play a crucial role in linking text words to prior knowledge for meaning extraction Finally, patterning and networking involve identifying recognizable patterns and connecting new information to existing knowledge, fostering assimilation.
Mcnamara (2007) defines the method of reading comprehension as a cognitive or behavioral activity used in specific contextual contexts to improve various aspects of comprehension When encountering an unknown word in a text, learners commonly refer to a dictionary in order to ascertain its meaning This approach involves the student deliberately and physically examining the pages of the dictionary The recommended cognitive processes involve consulting the dictionary to learn the exact meaning of the term, returning to the sentence in the text that contains the word, and then comprehending the statement in its entirety
According to Snow (2002), reading comprehension is the cognitive process in which individuals actively engage with written language to extract and produce meaning The process of reading consists of three essential components: the reader, the text, and the goal or objective linked to the act of reading The process of reading is influenced by the reader's cognitive abilities, including attention, memory, and imagery, as well as their motivation, knowledge, and personal experiences While reading, individuals create numerous cognitive representations of the text, which are crucial for enhancing understanding The mentioned representations include the surface code, which refers to the exact wording of the text, the text base, which consists of conceptual units that convey the meaning of the text, and the mental models, which are related to the cognitive processes involved in interpreting and deriving meaning from the information presented in the text Reading encompasses many objectives, strategies for reading the text, and consequences attained through engagement in this activity, all within a clearly defined framework
Reading comprehension mostly results from the reader's ability to comprehend the meaning of written or printed content, which is influenced by their experiences, knowledge, vocabulary, and grammatical structure Reading comprehension is the mental process by which a student acquires and comprehends the information in a text by examining both its implied and stated components
Teaching is an educational endeavor that involves the dissemination of knowledge to others Teaching involves facilitating the acquisition of new knowledge or skills by learners The act of teaching primarily involves the processes of instructing, demonstrating, providing guidance to learners in the execution of tasks, and subsequently assessing the outcomes Teaching entails the act of providing guidance to facilitate the sharing of knowledge and aiding in the acquisition of information during the process of learning
The act of teaching reading encompasses more than simply imparting reading skills The act of instructing individuals in the skill of reading encompasses more than simply imparting the ability to comprehend the specific text at hand; it also involves fostering a comprehensive understanding of the entirety of the textual material The primary objective of teaching reading is to expedite language acquisition and improve reading comprehension abilities through focused exercises When engaging in the pedagogy of reading teaching, it is imperative to take into account the underlying principles of teaching reading, since these principles serve to provide boundaries and constraints for the teacher during the instructional process The following are the principles that govern the instruction of reading:
1) It is highly recommended to foster a culture of frequent and extensive reading among students Hammer posited that the act of reading necessitates the comprehension of word meanings, visualization of imagery, and comprehension of the underlying argument
2) Active particiption and a genuine display of interest in the reading material are essential for students Active participation in the reading process is crucial for students to efficiently extract information from the text
3) It is imperative to foster a student's inclination to engage with the substance of a work, including the exploration of their emotional responses, rather than solely focusing on its structural elements
4) Students must develop the ability to comprehend, interpret, and articulate their emotional responses to textual material
5) The ability to make accurate predictions is essential in the process of reading When students engage with written information, they frequently employ several signals, such as the text or book cover, photographs, and headlines, to extract meaning and enhance their comprehension These suggestions are beneficial for students in their ability to anticipate the content of their reading material
Summary
Chapter 2 provided an overview of the background information that serves as the basis for the current investigation The discussion focused on the reading comprehension competence in language learning The PQRST strategy is considered to be an effective approach for enhancing students' reading comprehension Previous study has examined the implementation of the PQRST strategy to improve students' competence in reading comprehension The review demonstrated that these studies have established the significant impact of reading comprehension skills on language acquisition Prior research has also proposed numerous different strategies to teaching reading comprehension, along with insightful suggestions and recommendations to enhance students' reading proficiency.
RESEARCH METHODOLOGY
Research design
Research design refers to a planned and systematic plan, structure, and strategy used to gather information to address research questions and efficiently handle variations This study utilized a quantitative research methodology Quantitative research involves performing studies that utilize statistical analysis to establish their findings Key features include the use of systematic and accurate evaluation methods, along with the application of statistical analysis This study aimed to investigate the potential impact of the PQRST Strategy on the reading comprehension skills of 10th-grade students at Tran Thanh Tong High School The study conducted a comparative comparison of the academic achievement of students who received instruction utilizing the PQRST Strategy and those who did not have exposure to this specific strategy The variables investigated in this study were as follows:
The present investigation utilized a Quasi-Experimental design The quasi- experimental design is a quantitative research tool used to clarify relationships and establish causal relationships between specific occurrences Cook and Campbell
Quasi-experimental designs, introduced by Campbell and Stanley (1979), offer researchers methods to evaluate the effectiveness of interventions without the use of true experimental designs These designs are classified into two primary types: nonequivalent control group designs, which include pre-test and post-test approaches, and interrupted time-series designs.
The researcher employed a Nonequivalent (Pre-Test and Post-Test) control group design The participants in this study were allocated to experimental group A and control group B without employing random assignment Both groups received an initial evaluation followed by a further examination The treatment was exclusively administered to the experimental group
A frequently employed quasi-experimental design in academic studies might be illustrated as:
X: Implementing the PQRST Strategy for Treatment
L1: Pre-test for the experimental group
L2: Evaluation conducted after the experimental group
L3: Pre-test conducted for the control group
L4: Post-test for the Control group
This research consists of two separate types of classes Class 10A2 served as the control group, in which the teacher implemented the previous teaching method Class 10A1 engaged in an experimental program that employed the PQRST strategy to enhance their reading comprehension.The investigator employed a three-step methodology in this investigation:
The first step involved the preparatory process The researcher carefully selected the experimental and control groups and designed a lesson plan and instrument to aid data collection
Subsequently, the second step entailed implementing The researcher applied the treatment to the experimental group The researcher utilized the PQRST Strategy as an instructional strategy to instruct the students The data was obtained from two evaluations, namely the pre-test and the post-test
The third step involved the gathering of data The data was assessed by the researcher The sequence of events followed a specific methodology: a Obtain the post-test scores from both the experimental group and control group b Perform a T-test to analyze the data
The T-test is a statistical test used to assess the reliability of the null hypothesis, which states that there is no significant difference between the means of two randomly chosen samples from the same population.
Population and sample
As stated by Nunan (1993), population is a term that includes a group of instances, situations, or individuals that share one or more common characteristics The study's sample comprised of 10th-grade students who were currently enrolled at Tran Thanh Tong High School for the academic year 2022-2023 The tenth grade consisted of four separate classes, each labeled as 10A1, 10A2, 10A3, and 10A4 Class 10A1 consisted of 30 students, 10A2 had 30 students, 10A3 had 29 students, and 10A4 had 31 students The total population comprises 120 students
Table 3.1 The Population of the Study
Salkind (1991) posits that a sample, while not encompassing the entirety of a population, is employed to make inferences that can be applied to the larger population The present study employs cluster sampling as the chosen sampling method Cluster sampling is a sampling technique wherein random selection is performed on groupings rather than individual units According to Gay (1992), individuals belonging to specific groups exhibit shared features The research sample was derived from two classrooms with comparable English achievement, as determined by a comparison of scores from the previous semester The findings were consistent with the sample used in the study The assignment of participants to the experimental group and control group was determined by a random allocation technique Each class was denoted by a little piece of paper with its name, which was then rolled and shaken to ensure randomization
Table 3.2 The Sample of the Study
Data collection instruments
This study utilized quantitative data, including results from reading comprehension exams Two datasets were used: pre- and post-assessment scores The original dataset assessed reading comprehension in both experimental (pre-treatment) and control groups A t-test method was employed to determine the statistical significance of improvements in the second dataset.
The criteria for both the pre-test and post-test are shown in the following table The assessment is organized utilizing multiple-choice questions It is necessary to analyze two reading texts The first section consists of 10 questions, while the next one contains 7 questions The total number of test items for both the pre-test and the post-test is 17 The reading comprehension questions comprise the following elements: The procedure includes: 1) The process of determining the main topic and main idea, 2) The process of determining accurate information and objective data, 3) The process of identifying words that reference external material, and 4) The process of identifying certain terms in the lexicon
Table 3.3 Specification of Pre-test
Pre-test Classification of reading comprehension question
Table 3.4 Specification of Post-test Post-test Classification of reading comprehension question
Prior to its implementation in this study, the researcher conducted two evaluations on the instrument: a validity assessment and a reliability assessment
Validity refers to the quality of a measuring device or instrument being called valid when it precisely measures the desired construct or phenomena The validity measurement was performed using SPSS, A highly recognized and frequently employed software program for statistical data analysis in educational research The test statistic, represented by df, has a recorded value of 22 at a significance level of 5% The t-distribution table indicates a critical value of 0.3436
In statistical analysis, the correlation coefficient (r) measures the strength and direction of a linear relationship between two variables Values of r range from -1 to 1, with positive values indicating a positive correlation and negative values indicating a negative correlation A correlation coefficient that is statistically significant can help determine if there is a relationship between the variables being analyzed In the context of determining the suitability of an object, a correlation coefficient (r count) must exceed a value of 0.3436 to be considered valid.
To assess the accuracy and validity of the study instruments, the researcher choose to incorporate a group of 30 participants from class A1 During the validity test, the researcher gave a set of 17 questions to the topics The researcher computed the validity test According on the results of the validity assessment, it may be inferred that all the questions or scoring rubrics included in the instrument are considered valid To confirm the test's accuracy, the researcher employed the statistical software program SPSS 23 The calculation of item validity for the instrument indicated above produces the following results, as described in the table below:
Table 3.5 The Result of Validity Calculation
No Items r-calculated r-table Criteria
According to the chart, it can be inferred that all 17 questions are considered reliable
Reliability can be assessed by its consistency and dependability If the researcher administers identical material to the same students or to students who have similar characteristics at two separate times, the test should provide a comparable outcome
The researcher utilized the SPSS 23 software for Windows to assess the reliability of the multiple-choice reading comprehension test
Table 3.6 The result of the Reliability Test Cronbach’s alpha No items
Table 3.7 Test Item Reliability r-Arithmetic r-Table Notes
The instrument's validity for assessing students has been determined to be 0.709 based on the estimated result Afterwards, the reliability value is compared to the "r" table using a significance level of 5% The table labeled "r" has a numerical value of 0.3436 The reliability index of the multiple choice test (r = 0.709) is higher than the table value (r = 0.3436) The test is reliable.
Technique of data collection
To gather the essential data for this research, the researcher utilized the following methods:
The present study employed a methodology that directly observed the implementation and outcomes of the PQRST strategy in connection to students' reading comprehension skills The observer employs the act of observing to oversee the researcher's actions throughout the teaching and learning process, facilitated by the utilization of a recording checklist
The questionnaire consists of a set of written questions that are given to the participant in order to collect data The researcher used a questionnaire to investigate how students use the PQRST strategy for reading comprehension
About preparing for the questionnaire: a Design the research guidelines b Write the items questionnaire c Editing, is the process of checking up on the instrument if there is a need to add or lessen something in the questionnaire d Testing of the items instrument e Analyzing the items if there is a suggestion, etc
The questionnaire's primary objective is to evaluate the effectiveness of implementing the PQRST strategy in augmenting students' reading comprehension during the learning process The questionnaire is designed to capture perspectives on the learning objective (3 questions) and the implementation process of the PQRST strategy (5 questions).
PQRST strategy, four questions relating to reading comprehension, and one question for evaluative purposes Each item was assessed using a Likert Scale
Table 3.8 The Likert Scale for Positive Statements
Initially, an initial test was conducted The pre-test was given to the students in both the experimental and control classes The researcher aimed to assess the student's proficiency in understanding and remembering previously learned material before implementing any intervention The examination comprised of sequential sections of textual passages for comprehension, including a cumulative count of 15 questions in the form of multiple-choice options
The experimental group was subjected to the treatment The researcher implemented a treatment employing the PQRST Strategy
A post-test was conducted as the last stage following to the treatment Both classes took a post-test The assessment consisted of 15 multiple-choice questions, where students were instructed to quickly read through specific sections of a narrative text The researcher calculated the students' scores after administering the post-test Afterwards, the researcher analyzed the outcomes of the initial examination and final assessment in order to ascertain the efficacy of the PQRST Strategy.
Technique of data analysis
Data analysis is an integral component of this research endeavor since it aims to ascertain the findings of the study Analysis is a systematic procedure that involves organizing facts in a manner that facilitates interpretation The researcher employed a questionnaire and a test as the instruments for data analysis The data was evaluated by the researcher through a series of sequential processes
The questionnaires were organized according to the indicators of the PQRST strategy, as outlined in Appendix 1 Following the acquisition of the data, the researcher proceeded to elucidate the obtained data The researcher elucidated the data using a series of sequential steps, which include: a Gathering all completed questionnaires from students b Performing the computation of the data's percentage The data analysis technique employed in this research is the percentage strategy, utilizing the formula proposed by Sudjono:
Explanation: p = The result's percentage f = The frequency of each item
N = The total subject c Subsequently, the researcher calculated the average of the percentage values for the elements To locate it, the researcher employed the formula provided by Gay, which is as follows:
Explanation: χ = mean score x = students answer
∑× = the sum of the score
After administering the exam to the student participants in both the pre-test and post-test stages, the test data were analyzed using an assumption test The examinations done included a test for normality and a test for homogeneity a Normality test
The normality test evaluates whether data conforms to a normal distribution Statistical analysis often uses normality tests to determine if data from different groups originates from the same population or distribution, providing insights into the underlying patterns and characteristics of the data.
In this study, the researcher employed the SPSS 23 software for Windows to conduct a normality test b Homogeneity test
A homogeneity test is employed to assess the degree of similarity among populations A homogeneity test is utilized to determine similarities among groups before starting on a comparative research In this study, the researcher utilized the SPSS 23 software for Windows to conduct the homogeneity test
To assess the validity of the hypothesis, a T-test was employed to ascertain the statistical significance of the difference between the variables The T-test analysis was conducted utilizing SPSS 23, a statistical software specifically designed for use with the Windows operating system.
Below are the criteria for testing the hypothesis: a The null hypothesis (Ho) states that if the estimated t-test value is smaller than the critical t-table value at a significance level of 5%, then the outcome is considered statistically insignificant b The null hypothesis (Ha) asserts that if the calculated t-test value exceeds the crucial t-table value at a significance level of 5%, the result is considered statistically insignificant.
Summary
Chapter 3 has been included with detailed information regarding the approach employed in conducting this study The research issue of the thesis was redefined, and the subjects and research process were explained Furthermore, the data techniques employed for the investigation were comprehensive The instructions for implementing this study methodology have been provided Methods for data analysis have been outlined The subsequent chapter presents the results derived from the examined and analyzed methods.
FINDINGS AND DISCUSSION
Findings
This chapter presents an in-depth analysis of the gathered data to address the research questions outlined below:
1 What is the difference in reading comprehension success between students who are instructed utilizing the PQRST strategy and those who are not?
2 What are the perspectives of tenth-grade students at Tran Thanh Tong High School regarding the use of the PQRST strategy to enhance their reading comprehension?
The researcher utilized a quasi-experimental design for this study The research was carried out by a scholar at Tran Thanh Tong High School in the academic year 2022-2023, with a specific emphasis on a group of 10th-grade students She engaged in two classes as part of the sample utilizing a basic random approach The experimental class was designated as 10A1, while the control class was denoted as 10A2 The combined enrollment of students in the experimental class and control class was 60
In the control class, students were offered guidance from lecturers through lectures Following that, in the experimental class, students were given instructions to utilize the PQRST strategy Before and after implementing the interventions, she administered pre-tests and post-tests to both the control and experimental groups to collect data from the students After completing the study, she performed a comparative analysis of the reading comprehension scores of learners to assess the efficacy of teachers' lecturing as compared to the PQRST strategy
The researcher conducted four sessions to determine the schedule for the experimental class The first meeting functioned as an initial assessment, while the second and third meetings entailed the use of the PQRST Strategy as interventions
The post-test was administered during the fourth meeting as a follow-up assessment The control class (10A2) adhered to the same schedule as the experimental class (10A1), including an initial assessment at the first meeting, teacher lectures as interventions in the second and third meetings, and a post-test in the fourth meeting Detailed schedules for both classes are provided in Tables 4.1 and 4.2.
Table 4.1 The Experimental Class Schedule (10A1)
Table 4.2 The Control Class Schedule (10AA2)
4.1.1.2 The study's procedures in the experimental class and the control class
The researcher employed the PQRST strategy to teach the students in the experimental class At the beginning of the class, the teacher administered a pre-test to assess the reading comprehension ability of every student The initial assessment is carried out in a way wherein participants must choose a single correct answer from multiple options The assessment includes an overall score of 15 questions
In the second session, she provided students with their first treatment by teaching them English reading comprehension using the PQRST Strategy At the beginning of the lecture, she explained in detail the meaning, objective, and step-by- step process of the PQRST method, using examples from our book Later, she offered a thorough explanation of the PQRST strategy The explanation started by providing an obvious distinction of the P and Q phases During the P stage, the teacher provided guidance on detecting the subject, heading, arrangement, and aim of the text During the Q stage, she instructed the students to formulate a question utilizing the 5W + 1H method (What, where, when, who, and how) in relation to the text
During the third session, she presented a comprehensive explanation of the
R, S, and T procedures During the R stage, she instructed students to carefully analyze the provided questions and submit their replies During the S stage, she instructed students to articulate the central concept and provide a brief overview of a paragraph related to the text using their own words During the testing stage, she gave the examination to the students, utilizing the written material as the foundation
In the final session of the experimental class, she administered a post-test to assess the influence of using the PQRST strategy on the students
In the control class, the teacher utilized traditional instructional methods, delivering knowledge through direct lecture To assess students' prior knowledge, a pre-test comprising multiple-choice questions was administered at the commencement of the session, enabling the teacher to tailor the instruction accordingly.
In the second session, the instructor provided a detailed explanation of the subject matter, using a recount paragraph as an example After ordering students to analyze the material silently, she guided them through exercises in their textbook, prompting them to identify any unfamiliar vocabulary encountered in the text.
In the third session, she gave a comprehensive explanation of the material, including the definition, generic structure, and linguistic components of the text Subsequently, she provided guidance on the process of constructing an outline and instructed them to produce a written report outlining their daily activities Later, she requested them to hand in the work
In the fourth session, she directed them to finish the post-test The test structure consisted of narrative text passages, which included a total of 15 multiple- choice items
4.1.1.3 The Pre-test Score of Learners’ Reading Ability in Experimental Class
The data were obtained from the students' scores on the pre-test in the experimental class The following table shows the scores achieved by students in the experimental class on the pre-test
Table 4.3 The Pre-Test Score of Learners’ Reading Ability Test in
The initial evaluations of the students who were taught utilizing the PQRST strategy exhibited a variety of results, as indicated in the table above According to the statistics, the pre-test's greatest score is 75.5, while the lowest score is 30.5 The pre-test has a total score of 1,668.5, with a mean score of 55.62
Next, the corresponding diagram shows the histogram representing the data from the pre-test conducted on the experimental class:
Figure 4.1 Histogram of the Pre-test Experimental Class
The histogram analysis revealed a mean (M) of 55.62 and a standard deviation (SD) of 11.668 To assess reading comprehension, the researcher categorized student performance into three classifications: high, medium, and low, based on predetermined criteria.
1) The value below M – 1.SD (55,62 - 11,668 = 43,952) is classified as low
2) The range of values from Mean – 1.SD (55,62 – 11,668 = 43,952) to M + 1 SD (55,62 + 11,668 = 67,288) is categorized as medium
3) The value obtained over Mean + 1 SD (55,62 + 11,668 = 67,288) is categorized as high
Therefore, a pre-test score below 43,952 is classified as low, a pre-test score between 44 and 67 is classified as medium, and a pre-test score over 67,288 is classified as high The pre-test scores of the given categories can be seen in Table 4.3, as shown below:
Table 4.4 The Categorization of Learners’ Pre-Test in Experimental Class
No Score Frequency Percentage Category
On the pre-test, 10.01% of students taught using the PQRST strategy scored in the low category, indicating a need for additional support Conversely, a large majority (76.66%) scored in the medium category, displaying a solid foundation of knowledge Notably, 13.33% excelled in the high category, demonstrating a strong understanding of the concepts covered in the test.
4.1.1.4 The Post-test Score of Learners’ Reading Ability in Experimental Class
Discussion
Based on the description and data analysis, it was determined that the majority of students selected the "Agree" option for the statements in the questionnaire The table of percentage scores shows that the “very disagree” option has a score of 0%, while the “neutral” option has the highest score of 75%
The PQRST strategy was employed by the English teachers at Tran Thanh Tong High School According to Wormeli (2001), these strategies are considered stimulating as they provide students with a clear structure to follow throughout reading and facilitate their interaction with the materials The PQRST strategy offers both security and precise guidance The proposed strategy is suggested as an intervention aimed at enhancing students' reading comprehension due to its structured framework Four main indicators can be used to identify the implementation of the PQRST strategy for students' reading comprehension: establishing a learning aim, implementing the PQRST strategy, enhancing reading comprehension abilities, and evaluating the success of the strategy
The PQRST strategy is a theoretical framework that assists students in navigating challenging texts According to the researcher's data analysis, the average reading score of the students is 75, falling within the range of 61% to 80% Therefore, The hypothesis suggests employing the PQRST strategy as a means to enhance reading comprehension Staton has presented research that supports the efficacy of the PQRST strategy for enhancing reading comprehension According to Staton, this strategy successfully boosts readers' understanding and memory of the material Moreover, the efficacy of the PQRST strategy is additionally enhanced by the reading scores of students
The above explanation demonstrates the notable effectiveness of utilizing the PQRST strategy, resulting in enhanced reading comprehension abilities among 10th-grade students at Tran Thanh Tong High School
This chapter aims to investigate a hypothesis on the effectiveness of the PQRST strategy in improving reading comprehension among students at Tran Thanh Tong High School
The researcher conducted a comparison analysis by comparing the findings of the t-test with the values obtained from the t-table If the computed t-value exceeds the critical t-value obtained from the t-table, it signifies the rejection of the null hypothesis (Ho) in favor of the alternative hypothesis (Ha)
This study presents two hypotheses:
Ho: There is no noticeable difference in reading comprehension success between students who get instruction using the PQRST strategy and those who do not receive instruction using the PQRST strategy
Ha: There is a noticeable difference in the level of reading comprehension success between students who receive instruction using the PQRST strategy and those who do not receive instruction using the PQRST strategy
The computation outlined earlier reveals that the investigation's findings demonstrate a t-test value of 3.436 In addition, the t-table shows that the value for a degree of freedom of 44 is exactly 2.021 The calculated t-value (3.436) is more than the critical t-value from the t-table (2.021) As a result, the null hypothesis (Ho) was rejected, whereas the alternative hypothesis (Ha) was accepted The findings suggest that using the PQRST strategy greatly improved the reading comprehension skills of students, compared to those who did not get instruction using the PQRST strategy.
Summary
Chapter 4 presents a comprehensive analysis and explanation of the study's results, providing a complete summary of the gathered data According to the available information and analysis, it can be concluded that using the PQRST strategy has been proven effective in improving students‟ reading comprehension Each level of the PQRST strategy provides benefits to students by improving their learning process Teachers can readily employ the PQRST strategy, which significantly facilitates student's understanding of the reading material The students demonstrate elevated levels of involvement, excitement, and focus in their schoolwork.
CONCLUSION AND RECOMMENDATION
Recapitulation
The main objective of this study is to evaluate the efficacy of using the PQRST strategy in enhancing the reading comprehension skills of 10th-grade students at Tran Thanh Tong High School Furthermore, the aim of this study is to gather the perspectives of the students regarding their experiences and interpretations of this specific reading strategy In order to accomplish these objectives, two research questions have been examined
1 What is the difference in reading comprehension success between students who are instructed utilizing the PQRST strategy and those who are not?
2 What are the perspectives of tenth-grade students at Tran Thanh Tong High School regarding the use of the PQRST strategy to enhance their reading comprehension?
The results demonstrate that the implementation of the PQRST strategy has effectively improved students‟ reading comprehension Each element of the PQRST strategy offers advantages to students in enhancing their learning process Teachers can easily implement the PQRST strategy, which significantly enhances students‟ comprehension of the reading material Students demonstrate elevated levels of engagement, excitement, and concentration in their studies
Implementing the PQRST strategy leads to a significant rise in students reading comprehension scores, as compared to those who are not exposed to this technique The study's results are as follows: The mean score of the post-test for the experimental group in the classroom is 84.28, whereas the mean score of the control group in the classroom is 77.41 These data indicate that the mean score of the post- test in the experimental group is higher than that of the control group The confirmation of the T-test's identity has been accomplished by computation The T- test revealed a result of 3.436 The score obtained 3,436, exceeds the critical value of 2,021 from the t-table This suggests that there is no statistically significant difference at the 5% level of significance, given the 44 degrees of freedom Thus, it can be stated that students who are taught using the PQRST Strategy achieve higher scores in contrast to students who are not taught using the PQRST Strategy.
Limitation of the study
The current investigation found particular limitations Given the specific conditions of conducting this research in an English as a foreign language setting, it is crucial to acknowledge that the main limitation faced was the limited time available for the investigation Moreover, it is crucial to recognize that this study was limited by a relatively small sample size consisting of only 60 individuals Therefore, it is imperative to show caution when attempting to apply the findings and inferences of this investigation to a larger population Further research efforts are necessary to establish stronger generalizations In the end, considering that the investigation included interaction between the teacher and the students, which is a crucial aspect of the learning process, it is essential to recognize the possible existence of bias when discussing on the subject matter and its conclusions In order to address this problem, the grades were generated automatically once the exams were completed on the Google Classroom platform In addition, the interviews were video-recorded to guarantee accuracy and maintain the truthfulness of the relevant topics discussed.
Recommendations and suggestions for further research
Following the findings from the previous studies, the researcher offers the following suggestions:
English teachers should apply an innovative approach for teaching students in the English language Teachers may teach students in the utilization of the PQRST Strategy, a strategy that fosters innovative thinking and enhances students' independence Prior to teaching reading comprehension, the teacher must engage in preparatory work as well
The researcher expects that students will actively seek explanation from the teacher in the event of any challenges or doubts regarding the procedures of the PQRST strategy She expects that students would possess an intense desire to enhance their reading skills
This research aims to provide a foundation for future investigations exploring the PQRST strategy's potential in improving reading comprehension across various text genres Furthermore, researchers are encouraged to conduct additional studies to assess the strategy's effectiveness in enhancing reading comprehension.
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APPENDICES APPENDIX I: STUDENTS’ OBSERVATION CHECKLIST
No Students are highly interested in the PQRST strategy
Students' focus on the teacher's explanation
Students‟ engagement in the learning process
Students‟ feedback in the learning process
Students comprehend the teacher's explanation
Students succeed in the evaluation
APPENDIX II: QUESTIONNAIRE - RESEARCH GUIDELINES The Effectiveness of Using the PQRST strategy to improve Reading Comprehension skills for 10th-grade students at Tran Thanh Tong High
Indicator Description Number of items
PQRST strategy in students‟ reading comprehension
2 Procedure of using the PQRST strategy
1 The teacher stimulates students to use their previous knowledge to predict the text to be read by looking at pictures, graphs, diagrams, or text titles
2 After having an understanding of the text that students will read, the teacher motivates the students to ask questions based on their previous knowledge about the text
3 In this step, the students will read the text more carefully to find the answers to their own questions
4,5,6,7,8 activity, the students can make their own conclusions by noting the main points of information they can get from understanding the text
5 The teacher can give other questions to find out students understanding and to ensure that students understand of the text
1 The students can identify the main idea of each paragraph
2 The students can identify the detailed information in the text
3 The students can identify the generic structure of the genre of the text
4 The students can identify the purpose of the text
APPENDIX III: SAMPLE OF PRE-TEST AND POST-TEST
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions
WHAT IS YOUR LEARNING STYLE?
If you find yourself learning better by making notes during the lecture, or when the teacher uses a new word, you want to see it written immediately, then you are very likely to be a more visual learner You prefer to see the written words You learn by reading and writing Visual learners often think in pictures If you find a particular task or text difficult, look for sources that will suit your learning style, e.g sources with illustrations, charts, tables, or videos
If you prefer recording the lecture and listening again to taking notes, or you memorize something by repeating it aloud instead of writing it out several times, you are probably a more auditory learner You prefer to learn by listening and speaking Auditory learners often learn best from lectures, and discussions, by reading aloud, and by listening to audio material
However, it is probably that you, like most people, learn through a mixture of styles Sometimes you may prefer to learn by reading, at other times by listening Ask yourself which is the best style for the particular task you are doing
1 Which of the following is probably NOT preferred by a visual learner?
A reading aloud B sources with illustrations
C sources with videos D making notes
2 What does the word "it" in paragraph 1 refer to?
A the lecture B the new word
C the note D the written word
3 The word “visual” in paragraph 1 is closest in meaning to
4 Which of the following statements is TRUE?
A Auditory learners hate taking notes
B Auditory learners prefer listening to speaking
C Most people are auditory learners
D When learning something by heart, an auditory learner prefers reading it out loud
5 The word "auditory” in paragraph 2 can be best replaced by
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions
Learning how to study effectively is an essential skill for students in any discipline There are six areas that are crucial to developing good study habits Work on these and you will become an effective student
Always set a realistic work target Don‟t try to do too much For example, plan to read one chapter of a book each evening rather than think about reading the whole book over the weekend This kind of detailed, planned target is more effective than a vague commitment It is sometimes helpful to tell your friends about your plan This is a good incentive to keep you on target because they will know if you fail!
Develop a system of small rewards for your work For example, stop for a cup of coffee or tea, or listen to a favorite piece of music after one hour‟s study, Rewarding yourself for keeping to your work plan will make you feel good about yourself
To enhance your study sessions, it's crucial to establish a dedicated time slot when you're at your optimal alertness level and free from distractions This should become a consistent part of your routine Moreover, it's essential to adhere to your schedule and avoid procrastinating While tasks like watching DVDs or checking emails may seem tempting, they should be prioritized after your study session to ensure maximum productivity.
To overcome the daunting task of researching a new topic, it's crucial to break it down into smaller, manageable chunks By creating a list of questions that guide your research, you can approach each aspect separately, making the task less overwhelming and more achievable This incremental approach helps reduce the mental burden associated with large assignments, allowing you to focus on specific areas and progress systematically.
The books you are studying won‟t always present information in a way that suits your learning style It is, therefore, worthwhile spending time making notes and organizing them in a way that suits you best It is also a good idea to keep your notebooks neat and well-organized This will make it much easier to retrieve information later
Don‟t leave revision until the last moment When you set your study targets, allow regular revision time This is much more effective than trying to cram before an exam
1 How does the writer think you can develop good study habits?
A By setting a realistic work target
B By planning and considering your learning style
C By revising your work on a regular basis
D By taking into account six important areas
2 Why is it a good idea to tell other people about your work plan?
A They can help you develop a detailed target
B They will be very helpful with your plan
C They will know if you do not stick to your plan, which motivates you to reach the target
D They will know how to help you avoid failing
3 Which of the following words is closest in meaning to the word “vague” in paragraph 2?
4 Timing includes all of the following EXCEPT
A you must be able to think clearly at the chosen time to study
B the best time to study is 7 p.m
C the time to study should be made a routine
5 How can a complicated piece of work be made easier?
A Try to sit down and make a start anyway
B Make a list of questions beforehand
C Divide the large task into manageable smaller segments
D Manage the tasks one by one
6 The word “daunting” in paragraph 5 is closest in meaning to which of the following?
7 What is NOT the benefit of keeping good class or lecture notes?
A The information is tailored to your learning style
B It enables you to find information quickly when needed
C The information is favorably organized to your liking
D You do not need to spend time on the books you are studying
8 The most suitable phrase to replace the word "cram” in the last paragraph is
A study hard in a short time B stay up late to study
APPENDIX IV: A SAMPLE OF LESSON PLAN
UNIT 8: NEW WAYS TO LEARN
Teacher: Hoang Thi Thuy Date: April 12th, 2023
School: Tran Thanh Tong (TTT)
Lesson topic: New ways to learn
Students’ English proficiency level: Elementary
By the end of this lesson, students will be able to:
- Develop reading skills for general ideas and specific information about online and face-to-face learning
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities
- Understand more about the advantages and disadvantages of online and face-to- face learning, therefore, students can make use of the strong points of each method;
- Computer connected to the internet
- Projector/ TV/ pictures and cards
Form Pronunciation Meaning Vietnamese equivalent
1 distraction (n) /dɪˈstrổkʃən/ something that prevents someone from giving their attention to something else sự xao nhãng
2 strategy (n) /ˈstrổtədʒi/ a way of doing something or dealing with something chiến lược
(v) /ɪksˈtʃeɪndʒ/ to give something to someone and receive something from that person trao đổi
1 Students may lack knowledge about some lexical items
Provide students with the meaning and pronunciation of words
2 Students may have underdeveloped reading, speaking and cooperating skills
- Let students read the text again (if necessary)
- Create a comfortable and encouraging environment for students to speak
- Encourage students to work in pairs, and in groups so that they can help each other
- Provide feedback and help if necessary
In each activity, each step will be represented as follows:
Stage Stage aim Procedure Interaction Time
WARM-UP - To introduce the topic of reading
- To enhance students‟ skills of cooperating with teammates
* T divides the class into 2 teams and explains the rules of the games:
- There are 3 sets of pictures (3 pictures/set) which are about different ways of learning
- T shows each set of pictures, one by one
+ gets the correct answer after the 1 st picture � they get 3 points
+ gets the correct answer after the 2 nd picture � they get 2 points
+ gets the correct answer after the 3 rd picture � they get 1 point
- The team with more points will be the winner
** Ss work in groups and guess the key words
*** Ss share their answers with the whole class
**** T checks if the answers are correct or incorrect
Key: face-to-face learning Lead-in: We can see that there are many different ways to learn such as online learning, self-study or face-to-face learning and it’s also what we are going to learn in the Reading lesson today
To lead in the reading skills
TASK 1: LOOK AT THE PHOTOS AND ANSWER THE QUESTIONS (p.89)
* T leads Ss into the lesson by showing the pictures p.89 and asks them some questions:
1 Where is the girl in the picture A?
2 What can you see on her
To help students use key language more appropriatel y before they read computer screen?
4 Where are students in picture
5 Are they facing the teacher?
/Are they taught in person?
6 What do we call this traditional type of learning?
7 Have you experienced both ways of learning?
*** T calls some Ss to share the answers with the whole class
Ss spell or pronounce the words/ phrases incorrectly
1 at home, in front of a computer
6 face-to-face learning Lead-in: In reality, we have been familiar with both types of learning: face-to-face and online learning In the lesson today, we are going to read about some opinions of the two most popular types of learning
* T asks Ss to look at the explanation and the photos to guess the meaning of new words T asks Ss to get the meaning of the in context
** Ss say the Vietnamese meaning of the word
1 distraction (n) /dɪˈstrổkʃən/: something that prevents someone from giving their attention to something else
2 strategy (n) /ˈstrổtədʒi/: a way of doing something or dealing with something
3 (to) exchange (v) /ɪksˈtʃeɪndʒ/: to give something to someone and receive something from that person
*** Other Ss correct if the previous answers are incorrect
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them
To develop reading skills for general information
TASK 2: READ THE TEXTS WHAT ARE THE TWO STUDENTS
* T asks Ss to open the book, read through the texts quickly and tell the main idea of the
To develop reading skills for specific information texts
** Ss do the task as required
*** T calls some Ss to give the answer and explain which sentence gives them the information
**** T checks if the answer is correct or incorrect
TASK 3: READ THE TEXTS AGAIN AND DECIDE WHO MENTIONS THE
FOLLOWING BY PUTTING A TICK IN THE CORRECT BOX (p.90)
* T asks Ss to read through the sentences and underline or highlight the keywords in each sentence
** T lets Ss work independently and find the correct answer
*** T lets Ss compare their answers in pairs before checking with the whole class
**** T checks the answers by the game “Magic box”
- There is a „magic box‟ with 6 cards in which 6 sentences are written
- T divides class into 2 groups, each group sends a member to pick a card and answer a question
- The group gaining more points is the winner
1 thinks that online learning is not as good as face-to-face learning (Kim)
2 gains the same knowledge in both ways of learning (Laura)
3 has more direct conversations and discussions (Kim)
4 uses e-mail to contact classmates (Laura)
5 can pay more attention in class (Kim)
6 needs to have access to high- speed internet (Laura)
- Check students‟ understandin g about the reading passage
TASK 4: WHICH WAY OF LEARNING IS BETTER?
* T sets the scene and gives instruction
You are students who are taking part in a forum about educational innovations The