A STUDY ON COMMUNICATIVE ACTIVITIES APPLIED IN THE PROCESS OF TEACHING READING ENGLISH IN GRADE 10TH AT TRAN PHU HIGH SCHOOL

Reading, one of the four major basic skills in learning English, is taught at high school through the reading text. And with the necessary need of communicative approach, the way to teach reading English effectively is improved and changed. With this purpose, the author carries out a study on the communicative activities in English reading classes to somewhat helps student to improve their reading skill in particular and their language competence in general. To investigate this aspect, a study on the communicative activities applied in the process of teaching reading English is given and processed at TranPhuHigh school. And the study has given some aspects of students’ attitude towards the communicative activities in reading English lessons. The questionnaire was designed for the students at grade 10th and teachers at TranPhuHigh school. Moreover, some ideas about the communicative activities applied in the process of teaching reading English are also exploited from the teachers and students. The study found the communicative language teaching (CLT) with the aims, characteristic and the teacher and learner roles in CLT. And study found the communicative activities applied in teaching reading English. In addition, it also knows more about the students’ attitude towards the communicative activities in reading English classes. In the final part of the study, some suggestions based on the finding, are given to partly improve reading skill for the grade 10th students at TranPhuHigh school.

ACKNOWLEDGEMENTS This study has been finished with the support and encouragement of many people to whom I am grateful First and foremost, I would like to express my deepest gratitude to my supervisor, Mrs Le Thi Hong Van, M.A, a lecturer of faculty of foreign languages studies at Tay Nguyen University With her knowledge and experience in teaching English as well as great enthusiasm, she has given me a lot of valuable advice, suggestion and encouragement during my researching process Secondly, I would like to give my sincere thanks for the teachers of the faculty of foreign languages studies, Tay Nguyen University for their useful lectures and suggestion and my classmates for their support which are very useful for me to finish this study Thirdly, I would like also to express my special thanks to all the teachers and students at Tran Phu High school for their enthusiastic cooperation in my survey Without their help, this study would have been impossible Finally, I wish to thank my family, my friends who have encouraged and supported me during the time of doing this study ABSTRACT Reading, one of the four major basic skills in learning English, is taught at high school through the reading text And with the necessary need of communicative approach, the way to teach reading English effectively is improved and changed With this purpose, the author carries out a study on the communicative activities in English reading classes to somewhat helps student to improve their reading skill in particular and their language competence in general To investigate this aspect, a study on the communicative activities applied in the process of teaching reading English is given and processed at Tran Phu High school And the study has given some aspects of students’ attitude towards the communicative activities in reading English lessons The questionnaire was designed for the students at grade 10th and teachers at Tran Phu High school Moreover, some ideas about the communicative activities applied in the process of teaching reading English are also exploited from the teachers and students The study found the communicative language teaching (CLT) with the aims, characteristic and the teacher and learner roles in CLT And study found the communicative activities applied in teaching reading English In addition, it also knows more about the students’ attitude towards the communicative activities in reading English classes In the final part of the study, some suggestions based on the finding, are given to partly improve reading skill for the grade 10th students at Tran Phu High school TABLE OF CONTENTS LIST OF TABLES Table 1: The students’ attitudes toward reading lessons 16 Table 2: Communicative activities are done by students in the class .17 Table 3: Students’ attitudes when communicative activities are applied in reading lessons 17 Table 4: The students’ suggestions for better reading teaching and learning 18 CHAPTER 1: INTRODUCTION This chapter provides the background information for the whole assignment: statement of the problem, objective the study, significance of the study 1.1 Statement of the problem Language is the most important means for the people to communicate to each other English is an international language and furthermore it becomes an official and effective international communicative language English is widely used in many fields of life science, technology, education, etc as a result, more and more people are studying English with the hope that they can meet the requirements of social in general and of their jobs in particular According to Jennifer (2013), English has special or official status in more than 75 countries It’s spoken as the first language by 375 million people and as the second language by approximately 375 million people Estimates suggest that one in every four people is able to speak a little English, with numbers increasing year-on-year English now is a compulsory subject not only in teaching and learning but also in many important examinations So that they are not only study English because it is compulsory but also because they are interested in English and they are aware well of the importance of English for their job in the future It is not easy to master a foreign language at all It requires many sub-skills such as listening, reading, speaking and writing Being a receptive skill, reading also has some certain requirements to the students, not just a process of understanding grammar structures mechanically In fact, many students are very good at grammar and vocabulary but cannot finish the reading tasks successfully It can be clearly seen that, there are many way to teaching reading skill, however, what is the best way to teach effectively? Nowadays, teachers try to teach English in a communicative way Communicative activities, therefore, are becoming an essential part in learning In real teaching in high school, not many teacher use communicative activities in English classes, especially in reading lessons They only teach students reading skills through mechanical drills in the textbook Thus the author carries out a study on the communicative activities in English reading classes to somewhat helps student to improve their reading skill in particular and their language competence in general For the reason above, the author decides to choose the topic “A study on communicative activities applied in the process of teaching reading English in grade 10th at Tran Phu High school” 1.2 Significance of the study The study, as a whole, is considered to be significant on the three aspects First of all, theoretically, it provides some basic knowledge ranging from CLT, Communicative Continuum to Reading Skill Second, practically, it makes an investigation into the real situation of using communicative activities in teaching and learning English reading skill at Tran Phu High school Finally, it provides some suggested communicative activities to partly improve reading skill for the 10 th students 1.3 Objectives of the study • To identify the communicative activities applied in teaching reading English • To investigate students’ attitudes towards the communicative activities in reading English reading lessons • To suggest some communicative activities to partly improve reading skill for the 10 th grade students at Tran Phu High school 1.4 Outline of the study The assignment is divided into chapters: Chapter 1: INTRODUCTION This chapter provides the background information for the whole assignment: statement of the problem, objective the study, significance of the study Chapter 2: LITERATURE REVIEW This chapter review the literature related to the study Firstly, it gives the aims, characteristic and the teacher and learner roles in CLT Secondly, we have communicative activities in language teaching and learning process and characteristics of communicative activities And finally, it gives definition of reading, principles for teaching reading in a CLT classroom and types of communicative activities in reading classes Chapter 3: CONTENTS AND METHODOLOGY This chapter describes the method used to carry out this study It is composed main parts: subject of the study, scope of the study, contents of the study and research methods Chapter 4: FINDING AND DISCUSSION This chapter reports and discusses the result from this study Chapter 5: CONCLUSION AND RECOMMENDATIONS This chapter presents some suggestions to partly improve reading skill for the grade 10th students at Tran Phu High school and the conclusion of the study CHAPTER 2: LITERATURE REVIEW This chapter review the literature related to the study Firstly, it gives the aims, characteristic and the teacher and learner roles in CLT Secondly, we have communicative activities in language teaching and learning process and characteristics of communicative activities And finally, it gives definition of reading, principles for teaching reading in a CLT classroom and types of communicative activities in reading classes 2.1 The Communicative Language Teaching (CLT) Towards the end of the 1960s there was a growing dissatisfaction among applied linguistics and foreign language teachers with the language theories and teaching methods Communicative Language Teaching (CLT) began in Britain in that time as a 2.1.1 replacement to the earlier structural method The aim of CLT The aim of CLT is therefore that learners develop linguistic fluency and not just linguistic accuracy, as is so often the case in traditional language teaching (Brown, 2007) CLT is concerned with facilitating “lifelong language learning” (Brown 2007:46) and not just giving the learners the tools they need to deal with immediate classroom tasks Cooperative learning plays a big part in this regard along with drawing out whatever intrinsically sparks learners to reach their fullest potential” (2007:46) The goal in CLT is communicative competence Communicative competence can be understood as the ability to use language correctly and appropriately to accomplish the communication goals in authentic and meaningful situations Communicative competence is measured by determining if, and to what degree, the goals of interaction are achieved CLT also developed procedures for the teaching of the four skills that knowledge the interdependence of language and communication Because communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities, description of typical classroom procedures used in a lesson based on CLT principles is not feasible Teaching points are introduced in dialogue form, grammatical items are isolated for controlled practice, and then freer activities are provided Pair and group work is suggested to encourage students to use and practice functions and forms It can be said that CLT procedures are evolutionary 2.1.2 rather than revolutionary Characteristic of CLT In CLT, meaning is paramount Wilkins (1972) classifies meaning into notional and functional categories and views learning a second language as acquiring the linguistic means to perform different kinds of functions According to Larsen-Freeman (1986: 132) the most obvious characteristic of CLT is that “Almost everything that is done is done with communicative intent” Students use the language through communicative activities (e.g games, role-plays and problem-solving tasks) Another characteristic of CLT is the introduction of authentic material In CLT, it is considered desirable to give learners the opportunity to genuine communicative needs in realistic second language situations so that they develop strategies for understanding language as actually used by native speakers (Canaled and Swain, 1980) 2.1.3 The teacher and learner roles in CLT In traditional classroom, teacher talks all the time and students only listen and write down everything on their notebook So how the roles of learners and teacher change in CLT? 2.1.3.1 The teacher roles According to Breen and Candlin (1980: 99), cited in Richards and Rodger, (2001:167), teacher in CLT has some main roles following: The first role is to facilitate the communicative process between all participants in the classroom and the various activities and texts The second role is to act as an independent participant within the learningteaching group The third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities 2.1.3.2 The learner roles Since the teacher’s role in CLT is less dominant than in teacher-centered method, students are seen as more responsible managers of their own learning According to Breen and Candlin ( 1980: 110), cited in Richards and Roger, (2001:166), the learner can be negotiators- between the self, the learning process, and the object of learning – emerges forms and interacts with the role of join negotiator within the group and within the classroom procedures and activities which the group undertakes The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way Additionally, in CLT, students are expected to interact primarily with each other than with the teacher and to engage in negotiating meaning actively The correction of errors may be absent or infrequent Thus, CLT procedures should be focus on learner2.1.4 centered instruction to enhance the students’ communicative competence Purposes of Communicative activities 2.1.4.1 Communicative activities allow natural learning Language learning requires the learners’ knowledge about many aspect of language such as vocabulary, grammar, pronunciation, etc In real language teaching, the teacher cannot control the students’ acquisition of all aspect because language learning takes place inside the learners Some aspects of language learning can take place only through natural acquisition process in which the learners are involved in using the language for communication 2.1.4.2 Communicative activities promote learning motivation Students always take part in real communication to each other with a specific purpose Their motivation to learn will be improved if the classroom learning procedure is design with many activities related to their communicative purpose and can help them to achieve it successfully 2.1.4.3 Communicative activities create a context which support learning In language learning, the learning atmosphere in the classroom is also very important It somewhat affects the students’ learning Communicative activities can create a positive learning atmosphere by providing opportunities for students interacting with each other and with the teacher as well.th interaction can support 2.2 students in their efforts to learn Communicative activities 2.2.1 Communicative activities in language teaching and learning process In the language classrooms, both teachers and students try their best to control over the language that students use by organizing it into manageable portions to be developed though communicative activities Then, what are communicative activities? The definition of communicative activities was discussed by Klipple (1991) when he revealed that the term “communicative activities is used to refer to any operation which is used to consolidate language already taught or acquired and which occurs during the free stage of a lesson or students can produce meaningful and authentic utterances without the controlling influence of the teacher or the course” It means that 10 the responses are gathered in a standardized way, so questionnaires are quite objective Second, it is relatively quick to collect the information using a questionnaire Finally, potential information can be collected from a large portion of a group by using questionnaire In this study, the questionnaires are delivered to students to investigate their attitude towards the communicative activities applied in English reading lessons, the real situation of using communicative in English reading lessons Questionnaires are also delivered to teachers to investigate the communicative activities that they use in teaching reading English lessons The questionnaire for teachers has questions aim at getting exactly information of teaching reading at Tran Phu High school The specific contents of questions used for survey are as follow: Question is about the teachers’ experience of teaching English Question aims at finding out frequency of using communicative activities in reading English lessons Question states the teachers’ feeling when applied communicative activities in reading lessons The questionnaire for students has questions aims at getting exactly information of learning reading at Tran Phu High school Questions to question investigate the attitude of the students towards the reading lessons Question aims at finding out frequency of doing communicative activities in reading English lessons Question and state the students’ attitudes when communicative activities are applied in reading English class Question asks the students for their suggestions for better reading teaching and learning Information from interview is analyzed by chart 3.4.2 Questionnaire administration The questionnaires were delivered in March 2015 during class time at Tran Phu High school 45 copies of the questionnaire were delivered for students and copies of the questionnaire were delivered for the teachers The students were instructed not to discuss the questions before they had completed their answers The researcher will tell students the target of doing questionnaire and the role with the research Also, the respondents were not to write their names on the questionnaires to make sure that all the respondents would answer freely and confidently The students were asked to be 17 honest and accurate in completing the questionnaire The questionnaire was collected in a short time 18 CHAPTER 4: FINDINGS AND DISCUSSIONS This chapter presents the findings of the study and provides discussions based on the analysis of the findings 4.1 Findings 4.1.1 Questionnaires for teachers: Table 1: Their teaching experience Years of teaching 1-5 years 6-10 years 11-20 years Number 1/5 2/5 1/5 % 20 % 40% 20% 1/5 20% Over 20 years According to the data collected in table 1, it can be clearly seen that 20% have from 1-5 years of teaching experience 40% have experience of teaching from 6- 10 years 20% have from 11- 20 years of teaching experience The rest have over 20 years It is concluded that the teaching staff are quite experienced in their professions Table 2: Communicative activities are applied by teachers in teaching English lesson in grade 10 at Tran Phu High school Communicative activities Usually Often Rarely Finding synonyms 60% 20% 20% Role play 20% 20% 60% Crossword puzzle 20% Lucky number Group work Never 80% 100% 80% 20% As can be seen in table 2, finding synonyms activity is usually used because it is easy to prepare and design Role play activity is rarely used because it is demanding and time-consuming task Cross word and lucky number are never used or used rarely Three respondents were interviewed and they all said that it is difficult to use modern visual teaching aids in teaching reading by using game like crossword puzzle and lucky number And they have no time to prepare their teaching plans on power point 19 slides Games make the lesson more interesting but they are time-consuming Group work activity is usually used because most reading tasks of Tieng Anh 10 textbook are designed for this activity Table 3: The teachers’ feelings when applied communicative activities in reading lessons The teachers’ feelings They motivate students to read They slow down students reading They are too demanding and difficult to process I have no idea Number 4/5 1/5 5/5 0/5 % 80% 20% 100% 0% According to the table 3, we can see that most of the teachers think that communicative activities motivate students to read It means that communicative activities can make reading lesson better and interesting But 20% of the teachers said that they slow down students to read 100% of the teachers agree that communicative activities are too demanding and difficult to process They are also time-consuming 4.1.2 Questionnaires for students Table 1: The students’ attitudes toward reading lessons: Questions Percent (%) B C 22% 12% Are you interested in learning reading lessons? A 66% Does reading help you much in English? 88% 6% 6% Is learning reading text is difficult? 78% 22% 0% (The information of A, B, C were presented in appendix B) According on the table above, we can see that most students are interested in reading lessons We can affirm that reading plays an important role in learning English In question 1, 12% of the students had no idea It means that they not know if they are interested in learning reading lessons or not 20 Table 2: Communicative activities are done by students in the class Communicative activities Finding synonyms Role play Crossword puzzle Lucky number Group work Usually 70% 16,7% Often 25% 16,7% 80% Rarely 5% 66,6% 20% Never 80% 100% 20% The data in table show us the communicative activities which are usually done are finding synonyms and group work activities Role play activity is used rarely Crossword puzzle and lucky number are never done by them Table 3: Students’ attitudes when communicative activities are applied in reading lessons According to you, using communicative Percent (%) A B C D 55,6% 22,2% 22,2% 0% activities in reading lessons is: How you feel when applied 51,1% 26,7% 15,6% 6,6% Questions communicative activities in a reading lesson? (The information of A, B, C, D were presented in appendix B) The statistics point out 55, 6% of the students think that using communicative activities in reading lessons is more effective It means that they recognized communicative activities plays an important role in reading lessons It makes the lesson more interesting In addition, 51, 1% of the students said that communicative activities motivate them to read, 26, 7% of the students feel communicative activities slow down them reading and 15, 6% of students feel it should be used less The rest had no idea It is concluded that communicative activities should be used in reading lessons 21 Table 4: The students’ suggestions for better reading teaching and learning Suggestions Provide more suitable communicative % 75% activities in reading English lessons Provide more communicative 90% opportunities in reading lessons Apply suitable teaching methods Others 50% From the table 4, we can see that 90% of the students suggest teachers should provide more communicative opportunities in reading lessons Taking part in communicative activities regularly and enthusiastically help students motivate in learning reading English 75% of the students suggest teachers provide more suitable communicative activities in reading English lessons And 50% of the students want their teachers apply suitable teaching methods Most of students in this school are low English level so that teachers apply suitable teaching methods to their language level is necessary 4.2 Discussions 4.2.1 The students’ attitudes towards the communicative activities in teaching English reading lessons Most of students at Tran Phu High school are interested in reading lessons We can affirm that reading plays an important role in learning English They have positive attitudes to learn reading lessons and reading skill They said that using communicative activities in reading lessons is more effective It makes the lesson more interesting 4.2.2 Some communicative activities can be applied in English reading classes 4.2.2.1 Communicative activities are applied by teachers in teaching English lesson Finding synonyms activity is usually used because it is easy to prepare and design Role play activity is rarely used because it is demanding and time-consuming task Cross word and lucky number are never used or used rarely Games make the lesson more interesting but they are time-consuming Group work activity is usually used because most reading tasks of Tieng Anh 10 textbook are designed for this activity 22 4.2.2.2 Communicative activities are done by students in the class The communicative activities which are usually done are finding synonyms and group work activities Role play activity is used rarely Crossword puzzle and lucky number are never done by them 23 CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS Chapter consists of conclusion and recommendation, finding out the result of the study, and then suggesting solutions for teachers and students to improve teaching and learning reading English 5.1 Recommendation 5.1.1 Solutions for teachers by using communicative activities in teaching reading English lessons Finding synonyms activity is usually used because it is easy to prepare and design Role play activity is rarely used because it is demanding and time-consuming task Games like Cross word and lucky number are never used or used rarely Three respondents were interviewed and they all said that it is difficult to use modern visual teaching aids in teaching reading And they have no time to prepare their teaching plans on power point slides Games make the lesson more interesting but they are time-consuming They should learn to overcome the lack of teaching aids by designing games Group work activity is usually used because most reading tasks of Tieng Anh 10 textbook are designed for this activity They should also being flexible in organizing group works in class 5.1.2 Solutions for students in learning English reading lessons Most of students at Tran Phu High school are interested in reading lessons We can affirm that reading plays an important role in learning English They have positive attitudes to learn reading lessons and reading skill They said that using communicative activities in reading lessons is more effective It makes the lesson more interesting 5.1.3 Suggested communicative activities for grade 10th at Tran Phu High school I will introduce some communicative activities suggestions to partly improve reading skill for the grade 10th students at Tran Phu High school Group work The discussion helps students to see how to read thoughtfully Moreover, working in groups makes it possible for students to help one another and, in successful groups, the interaction achieves far more than individuals can working on their own Working together can be very motivating and a slight sense of competition between 24 groups does no harm To be useful for group work, a task must specify exactly what is to be done, engage every member of the group and promote vigorous discussion Some textbook questions or activities are suitable for group work, or you may have to supply extra tasks for this purpose Well-planned questions make students realize they not understand, and focus attention on the difficult bits of the text It is important to have a classroom climate that encourages students to say what they really think Role play Another way of widening the communicative possibilities is by role-play, scenarios, and other drama techniques The use of language in a dramatic situation is likely to include the full complexity of language use: emotional overtones, posture, gesture, and appropriate actions So, the more closely the student can identify with the role or task the more it provides a natural language experience For example, I asked students to play the roles of Minh, his friends Nam, Nga and Tam To give a good impression to the class, and to have an impressive performance, the students read the whole article carefully with great interests After a short-time preparation, each of them played their role vividly, their performance were met with unanimous applause It is important to understand that what we have in mind is not a display in which a few students are actors while the others are an audience Using games Games are motivating Games introduce an element of competition into language-building activities Most students who have experienced game-oriented activities hold positive attitudes towards them (Uberman, 1998) An action research conducted by Huyen and Nga (2003), students said that they liked the relaxed atmosphere, the competitiveness, and the motivation that games brought to the classroom On the effectiveness of games, teachers in Huyen & Nga (2003) reported that action research reported that their students seem to learn more quickly and retain the learned materials better in a stress-free and comfortable environment As Uberman, (1998, 87) writes, "Games encourage, entertain, teach, and promote fluency and communicative skills If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming." 5.2 Conclusion 25 This study aims at identifying the students’ attitudes towards the communicative activities in teaching English reading lessons and provides some communicative activities suggestions to partly improve reading skill for the grade 10th students at Tran Phu High school It can be clearly seen that students have positive attitudes in reading lessons When teachers apply communicative activities in reading English lessons, this method makes reading lessons more effect In addition, it motivates students to read and make the lesson more interesting The literature review has been concerned about communicative activities and reading skill Within this study, the author just mention about some background knowledge about CLT and reading skill as well as some communicative activities in language classes The findings from the data analysis show that grade 10 th students at Tran Phu High school have paid attention to reading skill Moreover, they realized that communicative language teaching methods plays an important role in reading English lessons From these, using communicative activities in teaching and learning reading English are necessary In this study, some communicative activities suggestions to partly improve reading skill have also been mentioned It is hoped that the study will be useful to those who want to improve their students’ level in learning reading English and make more interesting in their teaching lessons by using communicative activities 26 REFERENCES Brown, H D 1994 Principles of language learning and teaching 3rd edition Englewood Cliffs, NJ: Prentice Hall Regents Canale, M.; Swain, M (1980) "Theoretical bases of communicative approaches to second language teaching and testing" Applied Linguistics (1): 1–47 Gillham (2000), Developing a questionnaire Hoang Thi Xuan, M A (2009) Methodology of English teaching II, Tay Nguyen University, Daklak Huyen, N.T.T & Nga, K.T.T (2003), The effectiveness of learning vocabulary through games Asian EFL Journal Larsen-freeman, D (1986), Techniques and Principles in Language Teaching, Oxford Nguyen Thi Van Lam and Ngo Dinh Phuong, (2007), English teaching methodology, Vinh University Nunan, D (1989), Designing Tasks for the Communicative Classroom, Cambridge University Express Nunan, D (1991), Language Teaching Methodology: A textbook for teachers, Prentice Hall Regents 10 Richard, J.C and Rodgers, T.S (1986) Approaches and Methods in Language Teaching Cambridge University Express 11 Uberman, A (1998), the use of games: for vocabulary presentation and revision English Teaching Forum 36 (1): 20) 12 Widdowson, H G (1987) The roles of teacher and learner ELT Journal 13 Wilkins (1972), Linguistics in Language Teaching, Edward Arnold (Australia) Website: http://www.michiganreading.org http://www.123doc.org 27 APPENDIX APPENDIX A QUESTIONNAIRE FOR TEACHERS This questionnaire is designed for my study “A study on communicative activities applied in the process of teaching reading English in grade 10 th at Tran Phu High school” Your assistance in fulfilling the following items is greatly appreciated Please, circle the letters to indicate your choice How long have you taught English? A 1-5 years B 6-10 years C 11-20 years D Over 20 years How often you apply each of the following in your English reading lessons? Put a tick () in the right column Communicative activities Usually Often Rarely Finding synonyms Role play Crossword puzzle Lucky number Group work How you feel when applied communicative activities in reading lessons? A They motivate students to read B They slow down students reading C They are too demanding and difficult to process D I have no idea 28 Never APPENDIX B QUESTIONNAIRE FOR STUDENTS This questionnaire is designed for my study “A study on communicative activities applied in the process of teaching reading English in grade 10 th at Tran Phu High school” Your assistance in fulfilling the following items is greatly appreciated Please, circle the letters to indicate your choice Are you interested in learning reading lessons? A Yes B No C No idea Does reading help you much in English? A Yes B No C No idea Is learning reading text difficult? A Yes B No C No idea How often you apply each of the following in your English reading lessons? Put a tick () in the right column Communicative activities Usually Often Rarely Never Finding synonyms Role play Crossword puzzle Lucky number Group work According to you, using communicative activities in reading lessons is: A More effective B Less effective C No effective D No idea How you feel when applied communicative activities in a reading lesson? A It motivates you to read B It slows down you reading C It should be used less D I have no idea 29 What you want your teacher to for better reading teaching? A Provide more suitable communicative activities in reading English lessons B Provide more communicative opportunities in reading lessons C Apply suitable teaching methods D Others Thanks for your distribution! 30 SUPERVISOR’S COMMENTS Daklak, 4th May, 2015 SUPERVISOR (Signature, full name) SIGNATURE APPROVED  DISAPPROVED  Lê Thị Hồng Vân, M.A 31 ... the findings 4 .1 Findings 4 .1. 1 Questionnaires for teachers: Table 1: Their teaching experience Years of teaching 1- 5 years 6 -10 years 11 -20 years Number 1/ 5 2/5 1/ 5 % 20 % 40% 20% 1/ 5 20% Over... methods 3 .1 Subject of the study 3 .1. 1 The students The number of students participating in this study is 45 They are in grade 10 th of Tran Phu High school during the school year 2 014 – 2 015 3 .1. 2... Express 11 Uberman, A (19 98), the use of games: for vocabulary presentation and revision English Teaching Forum 36 (1) : 20) 12 Widdowson, H G (19 87) The roles of teacher and learner ELT Journal 13