USING READING STRATEGIES IN TEACHING READING COMPREHENSION FOR THE 11TH GRADE STUDENTS AT TRAI CAU HIGH SCHOOL

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGE LE THI THU HUONG USING READING STRATEGIES IN TEACHING READING COMPREHENSION FOR THE 11TH GRADE STUDENTS AT TRAI CAU HIGH SCHOOL Sử dụng chiến lược đọc việc dạy kỹ đọc hiểu cho học sinh lớp 11 trường THPT Trại Cau M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Prof Dr Pham Lan Anh THAI NGUYEN - 2019 i STATEMENT OF AUTHORSHIP I declare that this research report entitled “Using the reading strategies in teaching reading comprehension for the 11th grade students at Trai Cau High School” has been composed by myself, and described my own work, unless otherwise acknowledged in the text I confirm that this work is submitted in partial fulfillment of the requirements for the degree of master at School or Foreign Languages, Thai Nguyen University This work has not been and will not submitted for any degree at any institution of higher education Author’s signature Le Thi Thu Huong Approved by SUPERVISOR Pham Lan Anh, Ph.D Date: May, 2019 ii ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest thanks to my supervisor, Ms Pham Lan Anh, Ph.D for the wholehearted guidance she gave me while I was doing this research I am truly grateful for her valuable support, inspiring suggestions, and timely encouragement during the accomplishment of the research Without these, the thesis could not have been completed Secondly, I would also acknowledge my great gratitude to all the professors as well as lectures at School of Foreign Languages, Thai Nguyen University for the valuable lectures, which have contributed to lay the foundation for this thesis Thirdly, I take this opportunity to show my gratitude to my colleagues and Trai Cau High School administrations help and comments Also, my special thanks go to my students of class 11A2 for their active taking part in research Without help, this study could not have been fulfilled I owe great debt of gratitude to be my beloved family – my parents, my husband and my children whose support and encouragement have always been a great deal of strength that has helped me to overcome all problems to complete this thesis Finally, I would like to send my special thanks to my readers for their concern, interest and constructive comments iii ABSTRACT This action research study aims to solve the problem of reading comprehension difficulty experienced by the 11th grade students at Trai Cau High School with an intervention of using reading strategies Having identified the problem, a plan for implementing and giving three specific reading strategies was set up and carried out during Units with the aim to seek for the effectiveness of using reading strategy First, the researcher conducted questionnaire survey of teaching and applying reading strategies for students The results of the questionnaire implied that students did not have awareness of using reading strategies Thus, the researcher implemented the second step to find out the effectiveness of using reading strategies by students’ reflection of three strategies in reading Units The results of the students’ reflection point out that these strategies had the dissimilar level of the difficulty, but almost students felt interesting when applying these strategies and saw that they were useful At the end of the action research cycle, the researcher interviewed students to get the deep information about the effectiveness of using reading strategies The results of this interview indicated students like using reading strategies to deal with reading tasks Moreover, although students faced the difficulties in using reading strategies, they all saw that these strategies helped them not only to enhance reading comprehension but also to solve reading tasks’ problem In general, using reading strategies had positive impact on the students’ reading comprehension Based on the findings of the study, some discussions and implications were made along with suggestions for further research iv TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1 Rationale for the study Aims of the study Research questions of the study Scope of the study Significance of the study Methods of the study Structure of the study CHAPTER II: LITERATURE REVIEW Reading comprehension 1.1 Definitions of reading comprehension 1.2 The importance of teaching reading Language learning strategies Reading strategies 3.1 Definitions of Reading Strategies 3.2 Classification of Reading Strategies Error! Bookmark not defined 3.3 Models of reading strategy instruction 11 3.4 Benefits of reading strategy 11 Review of the previous studies 12 CHAPTER 3: METHODOLOGY 14 3.1 Restatement of research questions 14 3.2 Rationale for the use of action research 14 3.4 Action research model of the study 15 3.4.1 Action research process 15 3.4 Data collection instruments 18 3.5 Data analysis 19 CHAPTER 4: RESULTS AND DISCUSSION 21 4.1 The findings from students’ reflection 21 v 4.1.1 Data from students’ reflection 21 4.2 Specific Cases 23 4.2.1 The difficulty of reading strategy 23 4.3 The usefulness level of reading strategy 26 4.4 The students’ enjoyment level of reading strategy 28 4.5 The students’ satisfaction level of reading strategy 31 4.6 The findings from the interview 33 3.4 Discussion 36 CHAPTER 5: RECOMMENDATIONS AND CONCLUSION 40 Recapitulation 41 5.2 Implication and conclusion 41 5.3 Limitation of the study and recommendations for further research 43 REFERENCES 45 vi LIST OF ABBREVIATION AR: Action Reseach RS: Reading Strategies ESL: English as a Second Language vii LIST OF CHARTS Chart 4.1 Students’ overall reflection 21 Chart 4.1.2 Students’ reflection on the use of reading strategy in Units 22 Chart 4.2.1 Students’ reflection on the difficulty level of reading strategy in Units 25 Chart 4.3.1 Students’ reflection on the usefulness level of reading strategy in Units 27 Chart 4.4.1 Students ‘reflection on the enjoyment level of reading strategy in Units 30 Chart 4.5.1 Students’ reflection on the satisfaction level of the 33 viii LIST OF TABLES Table 2.1 Plan for Units 16 Table 4.2 1.Data of the difficulty of reading strategy 23 Table 4.3.1 Data of the usefulness level of reading strategy 26 Table 4.4.1 Data of the students’ enjoyment of reading strategy 28 Table 4.5.1 Data of the students’ satisfaction of reading strategy 31 ix CHAPTER 1: INTRODUCTION Rationale for the study English is considered as the international language, Pressly (2008) said that “Reading comprehension plays an important role in teaching and learning reading a foreign language because it is the foundation of all content knowledge”, today’s world requires that the goal of teaching reading comprehension should improve students’ reading comprehension skill, because only in that way, students can understand more about the outside word The learners are informed of the events, culture, people, and many other fields in foreign countries through English newspaper, magazines, books or internet Reading is the key that unlocks the door in the world of enlightenment and enjoyment Among the four skills in learning English as a foreign language, reading comprehension is the most challenging and difficult task for the learner in studying English Reading comprehension is a complex process for many students, it is even more complicated to read in a foreign language Vietnamese teachers and learners of English in high school are facing many difficulties in teaching and learning reading comprehension skills For the learners, it is sometimes very difficult to understand a text or a passage in English because they not know the ways to improve their English reading comprehension skill It is necessary to use strategies to improve English reading comprehension skill of students at high school because reading comprehension is a complicated activity that involves many skills, literal understanding, distinguishing fact/opinion, grammar and vocabulary Many Vietnamese teachers today are using reading strategies to make students easier to improve English reading comprehension skills It includes guess from context, define expectations, make inferences about the text, skim ahead to fill in the context, Finding the main idea – skimming, Selecting details – scanning, Interpreting graphics, Vocabulary, Summarizing, outlining, Figure of speech Appeal to senses, making conclusion, Paraphrasing, Interpreting, Getting the idea quickly, Highlighting, Using linguistic clues … and any other strategy instruction which may contribute to teaching reading comprehension Garner, R (1987), Metacognition and Reading Comprehension Norwood, NJ: Alex Publishing Goodman, K S (1967) Reading: A psycholinguistic guessing game Journal of the Reading Specialist, 6, 126-35 Grabe, W (2009) Reading in a second language: Moving from theory to practice New York, NY: Cambridge University Press Harmer, J (1991) The practice of English Language Teaching New york: Longman Publishing New York, 190 Hismanoglu, M (2000) Language Learning Strategies in Foreign Language Learning & Teaching TESL Journal, VI/8 Liu, J (2010) Language learning straegies and its training model International Education Studies Macalister, J (2010) Today’s teaching, tomorrow’s text: exploring the teaching of reading University of Aukland McNamara, D.S (2007), Reading comprehension strategies: Theories, interventions and Technologies New Jersey: Erlbaum Nielson, J (1994), Estimating the number of subjects needed for a thinking aloud Test International Journal of Human-Computer Studies, 41, 385-397 Nunan, D (1992), Research methods in language learning Cambridge: Cambridge University Press O’Malley, J.M., & Chamot, A.U (1990), Learning Strategies in Second Language Acquisition Cambridge: Cambridge University Press Oyetunji, O.C (2011), The Effect of Reading Strategy Instruction on L2 Teacher Trainees’ Performance MA thesis University of South Africa Oxford, R.L (1990), Language Learning Strategies: What every teacher should know New York: Newbury House 46 Reinders, H (2010) Toward a classroom pedagory for learner autonomy: A framwork of independent language learning skills Australian Journal of Teacher Education, 35(5), Richards, C, J and Schmidt, R (2002), Longman Dictionary of Language Teaching and Applied Linguistics (3rd Ed.) New York: Oxford University Press Rubin, J (1987), Learner Strategies: Theoretical Assumptions, Research History and Typology In A Wenden & J Rubin (Eds), Learner Strategies in Language Learning (pp 15-30) Englewood Cliffs, NJ: Prentice Hall Rubin, J (1975), What the good language learner can teach us TESOL Quarterly, (1), 41-51 Sergio, L.M (2011) Effect of Strategy Instruction in an EFL Reading Comprehension Bogota Colombia 79-89 Snow, C (2002), Reading for Understanding Toward an R&D Program in Reading Comprehension Santa Monica, CA: RAND, Swihart, P (2009), Reading Workshop Tran Thi Thu Hang (2007), The Effects of Listening Strategy Instruction on Elementary Students’ Listening Comprehension at QCITE Unpublished M.A Thesis, Hanoi University Vu Tue Minh (2014), An Action Research On Reading Strategy Instruction For 11 th Grade Students At An Duong Vuong High School Unpublished MA thesis Vietnam National University Wenden, A.L (1986) Incorporating learner training in the classroom System, 14(3), 315-325 Woolley.G (2011), Reading Comprehension: Assissting Children With Learning Difficulties Sprinter 47 APPENDIX 1: Oxford’s Strategy Classification system (Oxford’ 1990) Strategy group Strategy sub-group Specific strategies Grouping A Creating mental linkage Associating/ Elaborating Placing new words into a context Using imagery Memory Strategies B Applying images and Semantic mapping sounds Using key words (Direct) Representing sounds in memory C Reviewing well Structured reviewing Using physical response or sensation D Employing action Using mechanical techniques Repeating Formally Practicing with sounds and writing systems A Practicing Recognizing and using formulas and patterns Recombining Practising naturalistically Cognitive Strategies (Direct) B Receiving and sending messages Getting the idea quickly Using resources for receiving and ending messages Reasoning deductively Analyzing expressions C Analyzing and reasoning Analyzing contrastively (across language) Translating Transferring 48 Strategy group Strategy sub-group D Creating structure for input and output Specific strategies Taking notes Summarizing Highlighting A Guessing intelligently Using linguistic clues Using other clues Switching to the mother tongue Getting help Using mime or gesture Compensation Avoiding Strategies (Direct) communication B Overcoming limitations partially or totally in speaking and writing Selecting the topic Adjusting or approximating the message Coining words Using a circumlocution or synonym Overviewing and linking with already known material A Centering your learning Playing attention Delaying speech production to focus on listening Finding out about language learning Metacognitive Organizing strategies (Indirect) B Arranging and planning Setting goals and objectives your learning Identifying the purpose of a language task Planning for a language task Seeking practise opportunities C Evaluating your learning 49 Self – monitoring Self – evaluating Strategy group Strategy sub-group Specific strategies Using progressive relaxation; A Lowering your anxiety deep breathing, or meditation Using music Using laughter Affective Strategies Making positive statements B Encouraging yourself Taking risks wisely Rewarding yourself (Indirect) Listening to your body C Taking your emotional temperature Using checklist Writing a language learning diary Discussing your feelings with someone else Asking for clarification or A Asking questions verification Asking for correction Cooperating with peer Social Strategies B Cooperating with others Cooperating with proficient users of the new language (Indirect) Developing cultural understanding C Empathizing with others Becoming aware of others' thoughts and feelings 50 APPENDIX 2: Sample of reading lesson Date of preparation: …………………………………… Date of teaching: 11A2………………………………… Unit 16: THE WONDERS OF THE WORLD Lesson A: Reading I Aims: - Reading about the wonders of the world II Objectives By the end of the lesson, students will be able to using reading stragies: getting the idea quickly, highlighting and using linguistics clues in comprehending the reading text effectively - guess the meaning of words based on contexts and components of the words - scan for specific information about the wonders of the world - use vocabulary items related to the wonders of the world to read and talk about the topic - skim for general ideas about the wonders of the world III Materials Textbook, chalk, computers, handouts, pictures IV Methods Communicative and task based learning V Procedures Teacher’s activities Student’s activities WARM-UP ( minutes) - Ask Ss to match landmarks and wonders of the world with the correct images below Pyramids of Egypt Statue of Liberty Great Wall Colosseum Eiffel Tower Taj Mahal Match landmarks and wonders of the world with the correct images below 51 treasures : jewels and precious objects + belongings :the things somebody owns or has with him or her + to rank (v) = have or give - Introduce Ss some details about the landmarks and wonders of the world something rating + to proceed = make suggestion + to enclose = surround or shut in PRE- READING (10 minutes) something Pre-teaching vocabulary - Help Ss to pronounce the new words correctly + plateau = raised area with level - Elicit the meanings of these words from the class top - Help Ss to pronounce the new words correctly - Elicit the meanings of these words from the class Write down vocabulary - Use the reading strategy: the Using linguistic clues to this task WHILE READING (23 minutes) Set the scene: We are going to read about the Great Pyramid of Giza Then we the tasks that follow Task - Ask Ss to work individually to the task - Go around to help Ss when necessary - Ask Ss to answer and explain the answers - Give correct answers : 52 Task - Work individually to the task - Answer and explain the answers - Give correct answers : – tomb – wonder – ramp – chamber – mysterious – spiral - Use the Getting the idea quickly to this task – tomb – wonder – ramp – chamber – mysterious – spiral Task - Answer the five questions Task - Answer the five questions - Work individually to the task, then discuss the answers with their friends - Get Ss to work individually to the task, then discuss the answers with their friends - Give their answers in front of the class - Call on some Ss to give their answers in front of the class - Give suggested answers - Give suggested answers It is situated in the Giza Plateau on the west bank of the River Nile It was built around the year 2560 BC It was built about 147 metres high on a base of 230 metres square Its purpose was to serve as a tomb of the Egyptian Pharaoh Khufu and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongs there Task - Ask Ss how to this task Instruct them to use some strategies to the task - Locate the word in the text - Read the sentence that has the word and decide what it refers to -Call on some Ss to give their answers and ask them to explain their choices -Give correct answers + Who = thieves + It = the Great Pyramid + It = the Great Pyramid + Each = block of stone 53 It is proposed that ancient Egyptians used a straight or spiral ramp or huge weight arms to lift and place the blocks The boat is believed to have been used to carry the body of Khufu in his journey on earth before being buried inside the pyramid - Use Highlighting to task - Locate the word in the text - Read the sentence that has the word and decide what it refers to POST – READING ( 10 minutes) - Ask Ss to work in small groups of or and Ss give their answers and explain their choices discuss the questions - Have Ss use the information they have got from the text - Give correct answers + Who = thieves + It = the Great Pyramid + It = the Great - Go around to check and offer help - Call on the groups to tell and explain their Pyramid + Each = block of stone choice - Give suggestions cosmonaut - Work in small groups of or and discuss the questions - Tell and explain their choice in space - Give suggestions lasted cosmonaut success gravity view impossible named after in space 10 lasted 11 success 12 gravity 13 view 14 impossible 15 named after Consolidation ( 5minutes) - Summarise the main points - Give homework : - + Write the answers for the question given in “after you read” + Prepare speaking tasks - 54 Summarise the main points Write down homework APPENDIX 3: STUDENT REFLECTION PHIẾU NHẬN XÉT CỦA HỌC SINH Đây phiếu điều tra thái độ bạn với chiến lược đọc hướng dẫn ngày hôm Câu trả lời bạn đơn sử dụng cho mục đích nghiên cứu Hãy khoanh tròn mức độ tương ứng trả lời câu hỏi số Cám ơn hợp tác bạn! Lưu ý: mức độ trung bình câu hỏi Chiến lược đọc giáo viên đưa có gây khó cho bạn khơng? Rất Rất nhiều Bạn thấy chiến lược đọc hôm thú vị với bạn Rất Rất nhiều Bạn thích chiến lược Đọc hơm giáo viên đưa cho bạn Rất Rất nhiều Bạn hài lòng với Đọc hiểu hơm Rất Rất nhiều Ý kiến bạn học chiến lược đọc ngày hôm nay: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 55 APPENDIX 4: SEMI-STRUCTURED INTERVIEW CÂU HỎI PHỎNG VẤN Tôi tiến hành thực nghiên cứu “Việc sử dụng hướng dẫn chiến lược đọc việc đọc hiểu học sinh lớp 11 trường THPT Trại Cau Những câu hỏi nhằm cho mục đích nghiên cứu Bởi vậy, tơi mong nhận hỗ trợ bạn thông qua việc trả lời câu hỏi sau Cám ơn hợp tác bạn! Trước học học Đọc vừa qua, bạn học đọc nào? Bạn có áp dụng cho chiến lược đọc cụ thể thực nhiệm vụ đọc khơng? Nếu có chiến lược nào? Nếu khơng sao? Trong ba chiến lược đọc: getting the idea quickly, highlighting, using linguistic clues, bạn thấy chiến lược khó chiến lược dễ nhất? Vì sao? (bạn thấy kết hợp chiến lược đọc với nhau?) Trong ba chiến lược bạn thích chiến lược nhất? Và bạn mong muốn chiến lược tiếp tục giáo viên cho áp dụng học đọc? Vì sao? Bạn có cho nhờ việc sử dụng chiến lược đọc mà giáo viên đưa nên bạn làm nhiều câu đọc hiểu hay khơng? Tại có? Tại khơng? 56 APPENDIX 5: SAMPLE OF INTERVIEW TRANSCRIPTS Người vấn: Trước học học đọc vừa qua, bạn học đọc nào? Bạn có áp dụng cho chiến lược đọc cụ thể thực nhiệm vụ đọc không? S1: Trước em đọc hiểu Vì em trước đọc em thường sợ, đọc dài Em chưa biết đến chiến lược đọc hiểu S5: Khi chưa học chiến lược đọc hiểu em học đọc hiểu mức trung bình Em hay gạch chân để tìm câu trả lời cho câu hỏi đọc Vậy nên em chả có chiến lược đọc cụ thể cho S10: Em đọc hiểu mức Em thường đọc lướt để nắm nội dung sau em đọc câu hỏi trả lời theo thơng tin Em sử dụng chiến lược Lấy thông tin nhanh (Getting the idea quickly) S23: Em đọc hiểu mức yếu Em làm đọc hiểu cách cảm tính thơi nên em làm khơng tốt Em khơng có chiến lược cụ thể cho Khi trả lời câu hỏi đọc em nhìn câu hỏi trước tìm câu trả lời trả lời Em không áp dụng chiến lược đọc hiểu S30: Em học đọc mức trung bình thơi Em đơn làm reading task Về chiến lược trả lời câu hỏi em hay gạch chân Ngồi thời gian khơng nhà em tóm tắt lại nội dung khóa để hiểu đọc Người vấn: Trong ba chiến lược, getting the idea quickly, highligting using linguistic clues, bạn thấy chiến lược khó chiến lược dễ nhất? Vì bạn thấy vậy? S5: Em thấy chiến lược getting the idea quickly khó em thấy khó dùng chiến lược Còn dễ highlighting Thao tác thực chiến lược dễ Không phải suy nghĩ nhiều Người vấn: Vậy kết hợp chiến lược đọc hiểu sao? Khó hay dễ với bạn? 57 S5: Em thấy kết hợp hai ba chiến lược làm đọc hiểu đem lại hiệu cao cho người học Người vấn: Vì vậy? S5: Vì kết họp ba chiến lược làm cho em cảm thấy dễ dàng trả lời dạng câu hỏi đọc hiểu Người vấn: Vậy với kết hợp chiến lược, bạn thấy sao? Có khó khơng? S1: Khi kết hợp chiến lược tương đối khó đem lại hiệu cao S30: Khi sử dụng Getting the idea quiclky khó Nhưng hướng dẫn giáo em áp dụng Highlighting dễ nhiều Không nhiều thời gian dùng mà lại có hiệu Còn để kết hợp em thấy kết hợp chiến lược hiệu S10: Theo em using linguistic clues khó ba chiến lược Đơi em chưa biết từ đoạn liên quan đến từ cần đoán nghĩa suy luận Còn dễ em lại cho getting the idea quickly dễ Vì biết đọc chỗ cần lướt để lấy thông tin đọc Người vấn: Vậy em thấy kết hợp chiến lược với nhau? Em có thích kết hợp khơng? S10: Em thích kết hợp chiến lược em nhuần nhuyễn việc sử dụng chiến lược đọc Hơn nữa, em biết nhiều chiến lược khác thấy chiến lược hỗ trợ chiến lược Người vấn: Vậy kết hợp ba chiến lược dạy Đọc em thấy sao? S10: Em nghĩ ổn áp dụng Người vấn: Vì vậy? S10: Vì em biết nhiều chiến lược khác thấy chiến lược hỗ trợ chiến lược 58 S23: Đúng using linguistic clues khó Khơng phải lúc dựa vào từ khác mà đoán nghĩa từ nên khó Hơn vốn từ lại khơng nhiều nên khó Còn dễ thực highlingting Đơn giản cần gạch chân cho thông tin câu trả lời Người vấn: Thế kết hợp chiến lược, em nghĩ điều đó? S23: Em cho nên áp dụng kiểu Tuy nhiên, em thấy đại đa số bạn lớp thấy khó áp dụng từ chiến lược trở lên Người vấn: Vì vậy? S23: Em cho chúng em đa phần tiếng Anh nên việc áp dụng chiến lược sức với bọn em Người vấn: Trong ba chiến lược bạn thích chiến lược nhất? Và bạn mong muốn chiến lược tiếp tục giáo viên cho áp dụng đọc hiểu? Vì sao? S30: Em thấy thích using linguistic clues Vậy nên em mong cô tiếp tục dạy chiến lược Vì thực giúp em giải vấn đề từ đọc S5: Em em thích getting the idea quickly Vì giúp em hiểu đọc nhanh Tuy nhiên, em khơng thích using linguistic clues Song em mong cô tiếp tục hướng dẫn cho sử dụng chiến lược em thấy giúp bọn em cải thiện vốn từ để bổ trợ cho việc đọc hiểu S10: Em em lại thích using linguistic clues Thi thoảng em nghĩa từ cụm từ khóa chiến lược giúp em giải vấn đề S23: Đúng using linguistic clues khó thật em lại thích với em chiến lược mới, đòi hỏi suy luận nên em thích Em mong giáo tiếp tục cho áp dụng chiến lược S2: Highlighting Em thích chiến lược muốn chơ cho áp dụng dễ áp dụng 59 Người vấn: Bạn có cho nhờ việc sử dụng chiến lược đọc mà giáo viên đưa nên việc đọc hiểu bạn tốt bạn làm nhiều câu đọc hiểu khơng? Tại sao? S10: Dạ, có Chiến lược mà cô hướng dẫn giúp em tự tin câu trả lời Em biết câu trả lời hay sai rõ ràng Từ em có nhiều câu S1: Dạ, có em cảm thấy học chiến lược nhiều em có kỹ tốt việc đọc hiểu S5: Có Nhưng em bị thời gian cho việc áp dụng chiến lược đọc nên khơng kịp hồn thành hết câu đọc hiểu, áp dụng chiến lược using linguistic clues S23: Em thấy cải thiện nhiều cô Em đọc hay làm đọc tốt nhờ strategies cô giáo đưa Câu trả lời chắn nhiều S10: Có Việc đọc hiểu tốt lên nhiều Em có nhiều câu Em nghĩ biết xác câu trả lời tìm cách nhanh nhờ chiến lược mà cô hướng dẫn Hơn nữa, từ vốn trở ngại cải thiện nhiều lên ạ./ 60 ... examine the effectiveness of using reading strategies for students at Trai Cau Upper Secondary School Students reflection After being introduced the reading strategy in each reading unit, the students ... cycle, the researcher interviewed students to get the deep information about the effectiveness of using reading strategies The results of this interview indicated students like using reading strategies. ..STATEMENT OF AUTHORSHIP I declare that this research report entitled Using the reading strategies in teaching reading comprehension for the 11th grade students at Trai Cau High School