A study on using short stories in teaching reading skill at nguyen khuyen secondary school

VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES PHẠM LAN ANH A STUDY ON USING SHORT STORIES IN TEACHING READING SKILL AT NGUYEN KHUYEN SECONDARY SCHOOL (Nghiên cứu việc sử dụng truyện ngắn giảng dạy kĩ đọc trường trung học sở Nguyễn Khuyến) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES PHẠM LAN ANH A STUDY ON USING SHORT STORIES IN TEACHING READING SKILL AT NGUYEN KHUYEN SECONDARY SCHOOL (Nghiên cứu việc sử dụng truyện ngắn giảng dạy kĩ đọc trường trung học sở Nguyễn Khuyến) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Mai Thị Loan, PhD HANOI - 2016 CANDIDAT’ES STATEMENT I certify my authorship of the thesis submitted today entitled:A STUDY OF USING SHORT STORIES IN TEACHING READING SKILL AT NGUYEN KHUYEN SECONDARY SCHOOL is the result of my own work for the Degree of Master of Arts at University of Languages and International Studies, Hanoi National University The material in this thesis has not been submitted for assessment in any other courses of study Hanoi,2016 Signature Phạm Lan Anh i ACKNOLEDGEMENT First of all, I would like to express my deep and faithful gratitude to my supervisor, Ms Mai Thi Loan, PhD for her whole hearted and valuable guidance, significant suggestions and useful materials in the process of writing this thesis Thanks to her noble devotion, the research report has been successfully completed My sincere thanks were also presented to my classmates for their support and recommendations in choosing necessary materials so that I can fulfill this study Their sincere friendship has encouraged me a lot I would like to thank to teachers and students at Nguyen Khuyen secondary school for their constructive suggestions and important help Without their support, there would not be a completion of this thesis I also thank our university library for their sources of books and documents about methodology studies In addition, I was grateful to researchers, authors and teachers whose materials suggest necessary information for my reference My true family deserves my gratefulness for their long lasting help and encouragement so that I have been able to complete this study ii ABSTRACT Reading comprehension has been highlighted as a problem among secondary school students This study examined the effects of short stories on 80 seven grade students to show if the method had an impact on students‟ reading comprehension Besides, this research also figured out the suitable methods teachers used to exploit short stories in teaching reading skill To serve this purpose, some instruments were used: pre-test, post-test; questionnaire for teachers and questionnaire for students Although the findings revealed some limitations, the use of short stories helped students to improve their reading comprehension The result in reading test showed a slight improvement on the students‟ average score In addition, the result from questionnaire and interview indicated both teachers and students had difficulties when teaching and learning reading through short stories However, many suitable methods had been applied to help students and teachers overcome these obstacles and ensure the better use of short stories in teaching reading skill It is thus recommended for further studies to minimize the challenge found in this study and vary kinds of short stories used in teaching English skills iii TABLE CONTENT CANDIDATE’S STATEMENT i ACKNOLEDGEMENT ii ABSTRACT iii LIST OF CHARTS AND TABLES iv PART I: INTRODUCTION 1 Rationale of the study Aims and objectives of the study Research questions Scope of the study Significance of the study Method of the study Design of the study PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Reading in foreign language teaching 1.1.1 Definitions of reading 1.1.2 Techniques of reading 1.1.3 Reading comprehension 1.1.3.1 Definitions of reading comprehension 1.1.3.2 Reading comprehension skills 1.1.3.3 Causes of poor reading comprehension among students 1.2 Short stories in language teaching 1.2.1 Definition of short stories 1.2.2 Benefits of short stories in language teaching 10 1.2.3 How to choose short stories in teaching language skills 12 1.3 Review of the previous related studies 14 1.4 Summary 15 iv CHAPTER II: METHODOLOGY 16 2.1 Setting of the study 16 2.1.1 Teachers‟ background information 16 2.1.2 Students‟ background information 16 2.1.3 Teaching and learning condition at Nguyen Khuyen secondary school 16 2.2 Research design 17 2.2.1 Participants 17 2.2.2 Data collection instruments 17 2.2.2.1 Tests 17 2.2.2.2 Questionnaire 18 2.2.3 Data collection procedure 19 2.2.3.1 Pre intervention 19 2.2.3.2 While intervention 19 2.2.3.3 Post intervention 21 2.2.4 Data analysis method 21 2.3 Summary 21 CHAPTER 3: DATA ANALYSIS AND FINDINGS 22 3.1 Tests 22 3.1.1 Aims 22 3.1.2 Participants 22 3.1.3 Test description 22 3.1.4Data analysis of pre-test 23 3.1.4.1Frequency distribution 23 3.1.4.2 Correlation 23 3.1.5Data analysis of post- test 24 3.1.5.1Frequency distribution 24 3.1.5.2 Correlation 24 3.2 Questionnaire for students 25 v 3.2.1 Aims 25 3.2.2 Participants 25 3.2.3 Data analysis 25 3.2.3.1 Students‟ attitude towards short stories 25 3.2.3.2 Types of short stories students expect to learn 26 3.2.3.3 The activities students like most before reading a short story 26 3.2.3.4 Students‟ favorite activities while reading a short story 27 3.2.3.5 Students‟ favorite activities in the post-reading stage 28 3.3 Questionnaire for teachers 29 3.3.1 Aims 29 3.3.2 Participants 29 3.3.3 Data analysis 29 3.3.3.1 Teachers‟ frequency of using short stories to teach reading skill for students 29 3.3.3.2 Class organization 30 3.3.3.3 Pre- reading activities 30 3.3.3.4 While-reading activities 31 3.3.3.5 Post-reading activities 32 3.3.3.6 Assessment 32 3.4 Summary 33 PART III: CONCLUSION 34 Recapitulation 34 Pedagogical suggestions in using short stories in teaching reading skill 34 2.1 Strategies to improve comprehension skill 34 2.1.1 Encouraging the use of oral language 34 2.1.2 Motivating students 35 2.1.3 Providing practice in reading easy material 36 2.1.4 Encouraging purposeful reading 36 2.1.5 Stressing vocabulary development 36 2.2 Suggested activities in teaching reading using short stories 37 vi 2.2.1 Pre-reading activities 37 2.2.1.1Strong lines 37 2.2.1.2Picture walk 38 2.2.1.3Storylines 38 2.2.2While-reading activities 38 2.2.2.1Modeling reading strategies 38 2.2.2.2In-class oral reading 39 2.2.2.3Textual analysis and group work 39 2.2.3Post- reading activities 40 2.2.3.1 Sequencing activity 40 2.2.3.2Writing assignments 40 Limitations of the study 41 Suggestions for further study 41 REFERENCES 42 APPENDICES I APPENDIX 1: Some stories used in the study I APPENDIX 2: Tests III APPENDIX 3: Raw results of test marks IX APPENDIX 4: The fomular of mean, median and standard deviation .XI APPENDIX 5: Survey questionnaire for students XVII APPENDIX 6: Câu hỏi khảo sát cho học sinh .XIX APPENDIX 7: Survey questionnaire for teachers XXI APPENDIX 8: Sample lesson plan XXIII vii LIST OF CHARTS AND TABLES Chart 1: Frequency distribution (pre-test) 23 Chart 2: Frequency distribution (post-test) .24 Chart 3: Students‟ attitude towards short stories 25 Chart 4: Types of short stories students expect to learn 26 Chart 5: The activities students like most before reading a short story 26 Chart 6: Teachers‟ frequency of using short stories to teach reading skill .29 Chart 7: Class organization .30 Table 1: Data collection procedure 19 Table 2: Mean and Std Deviation (pre-test) .23 Table 3: Mean and Std Deviation (post-test) 24 Table 4: Students‟ favorite activities while reading a short story .27 Table 5: Students‟ favorite activities in the post-reading stage 28 Table 7: Pre – reading activities 30 Table 8: While-reading activities 31 Table 9: Post- reading activities 32 Table 10: Reading assessment 32 viii XII Median - Definition:is the middle number of a group of numbers; that is, half the numbers have values that are greater than the median, and half the numbers have values that are less than the median - Formula:  Median uses the following formula: Where:Mdnis the median L is the lower limit of the interval containing the median N is the total number of scores is the sum of the frequencies or number of scores up to the interval containing the median fw is the frequency or number of scores within the interval containing the median i is the size or range of the interval  Excel formula: MEDIAN(number1,number2, ) Note: Number1, number2, are to 255 numbers for which you want the median - For example: calculating the median of class 7A1 in pre-test Click on cell C2 - the location where the median will be entered Click on the Formulas tab Choose More Functions > Statistical from the ribbon to open the function drop down list Click on MEDIAN in the list to bring up the function's dialog box Highlight cells B2 to B41 in the spreadsheet to enter the range into the dialog box Click OK XIII The answer should appear in cell C2 When you click on cell C2 the complete function = MEDIAN ( B2:B41 ) appears in the formula bar above the worksheet XIV Standard deviation - Definition:is a measure of how widely values are dispersed from the average value (the mean) - Formula:  Standard deviation uses the following formula: Where: x is the sample mean AVERAGE(number1,number2,…) n is the sample size  Excel formula: STDEV(number1,number2, ) Note: Number1, number2, are to 255 number arguments corresponding to a sample of a population - For example:calculating standard deviation of class 7A1 in pre-test Click on cell C2 - the location where the standard deviation will be entered Click on the Formulas tab Choose More Functions > Statistical from the ribbon to open the function drop down list Click on STDEV in the list to bring up the function's dialog box Highlight cells B2 to B41 in the spreadsheet to enter the range into the dialog box Click OK The answer 1.34902624 should appear in cell C2 When you click on cell C2 the complete function = STDEV ( B2:B41 ) appears in the formula bar above the worksheet XV XVI APPENDIX 5: SURVEY QUESTIONNAIRE FOR STUDENTS A study on using short stories in teaching reading skill at Nguyen Khuyen secondary school This survey questionnaire is designed to investigate your attitude and opinion of the use of short stories in reading classes at Nguyen Khuyen secondary school The data will be used for the purpose of research not for any other purposes Thank you very much for your help Background information Your name is:…………………… You assess your mastery in English as: Poor Fair Good Excellent If you have any further explanation, please write at the end of the form How are you interested in your teacher‟s use of short stories in reading class? a Not interested at all b Not very interested c Interested sometimes d Very interested What types of short stories you expect to learn? a Easier and shorter stories, just within one page b Longer and more difficult short stories c Short stories with familiar topic as family, friendship, animal, etc d Horror or detective short stories e Others Which activities you like most before reading a short story? a Guess vocabularies in the context XVII b Predict the plot of the story c Read aloud to the whole class d Translate the story into Vietnamese e Others What activities you like to when you read a short story? a Answer comprehension questions b Do the skill- drilling tasks c Listen to the teacher‟s explanation and take note d Identify the main ideas of the story e Describe the structure (character, setting…) of the story f Others What are your favorite activities in the post-reading phase? a Role play b Make up new story with new ending c Summarize and retell the story d Discuss and express opinions and attitude towards the short story and its characters e Others What you think you can improve after learning reading skill through short stories? a I can guess meaning of new words and phrases from the context b I can answer comprehension questions quickly c My reading speed is improved d My vocabulary is enlarged e Others The end./ XVIII APPENDIX 6:CÂU HỎI KHẢO SÁT CHO HỌC SINH NGHIÊN CỨU VỀ VIỆC SỬ DỤNG TRUYỆN NGẮN TRONG GIẢNG DẠY KĨ NĂNG ĐỌC Ở TRƯỜNG THCS NGUYỄN KHUYẾN Bảng câu hỏi thiết kế để tìm hiểu thái độ quan điểm em việc sử dụng tryện ngắn giảng dạy kĩ đọc trường THCS Nguyễn Khuyến Những liệu không sử dụng vào mục đích khác ngồi mục đích nghiên cứu Rất cảm ơn giúp đỡ em! Thông tin cá nhân: Tên bạn là:…………………… Đánh giá bạn khả tiếng anh mình: Kém Trung bình Giỏi Xuất sắc Nếu bạn có giải thích thêm ghi vào phần cuối cuả bảng câu hỏi Bạn cảm thấy hứng thú với việc sử dụng truyện ngắn học kĩ đọc? a Không hứng thú chút b Không hứng thú c Đôi hứng thú d Rất hứng thú Bạn mong muốn học truyện ngắn học đọc? a Những câu chuyện dễ ngắn hơn, khoảng trang giấy b Những câu chuyện dài khó c Truyện ngắn với chủ đề quen thuộc gia đình, tình bạn, động vât, d Truyện ngắn kinh dị trinh thám XIX Bạn thấy hoạt động hữu ích trước bạn đọc câu chuyện ngắn? a Đoán từ vựng ngữ cảnh b Dự đoán cốt truyện c Đọc to trước lớp d Dịch truyện sang tiếng Việt e Khác Bạn thích hoạt động đọc câu chuyện ngắn? a Trả lời câu hỏi đọc hiểu b Làm tập kĩ c Lắng nghe giải thích cuả giáo viên ghi chép d Xác định ý cuả câu truyện e Miêu tả cấu trúc ( nhân vật, bối cảnh…) câu chuyện f Khác Hoạt động yêu thích bạn giai đoạn sau đọc truyện ngắn? a Đóng kịch b Sáng tạo câu chuyện với kết thúc c Tóm tắt kể lại câu chuyện d Thảo luận trình bày ý kiến thái độ câu chuyện nhân vật e Khác Bạn nghĩ có tiến sau học kĩ đọc thông qua truyện ngắn? a Tơi đốn nghĩa từ thơng qua ngữ cảnh b Tơi trả lời câu hỏi đọc hiểu cách nhanh chóng c Tốc độ đọc cải thiện d Vốn từ vựng mở rộng… e Khác Hết./ XX APPENDIX 7: SURVEY QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for English teachers at Nguyen Khuyen secondary school It aims at serving my study of using short stories in teaching reading skill The data will be used for the purpose of research not for any other purposes Thank you for your cooperation! Background information Your name is:……………………… Your gender is Male Female Age group you belong to 22 -25 26-35 36-45 46-55 You have been teaching English for………years If you have any further explanation, please write at the end of the form How often you use short stories to teach reading skills? a Never b Rarely c Sometimes d Often e Always Howdo you often organize students when teaching reading skills using short stories as the following ways? a.Whole class activity b.Same-ability groups c Mixed – ability groups d.Individual work e Others Whichpre- reading activities you often use when teaching reading skills using short stories? a Ask students to read aloud to the whole class XXI b Ask students to guess the meaning of the unknownwords and phrases c Ask students to call out the name of the charactersin the story d Teach or model for students different reading strategies (skimming, scanning, selfmonitoring) e Teach students new vocabulary systematically f Others Which while-reading activities you use to help students develop reading comprehension skills or strategies? a Identify the main ideas of the story b Ask and answer questions about the story c Make predictions about what will happen next d Make generalizations and draw inference based on what they have read e Describe the structure (character, setting…) of the story f Others Which tasks you ask students to doin the post-reading stage? a Write something what they have read b Answer oral questions or summarize and retell about what they have read c.Discuss and express opinions and attitudes towardsthe story and its characters d Do a play or dramatization about what they have read e.Do a group project (draw picture or an art project…) about what they have read f Others How you assess students‟ performance in reading? a.Tests with multiple choice questions about the story b.Paragraph length written response aboutwhat they have read c Assessment of students‟ reading aloud d Students‟ oral summary/ report of what they have read e Others The end XXII APPENDIX 8: SAMPLE LESSON PLAN The story: The three little pig (see Appendix 1) A Objectives At the end of the lesson, students will be able to: - comprehend the story: find the main ideas, details, inference… - respond to any questions related to the story by developing their own responses and judgments B Teaching aids Pictures, handouts, operator, computer, board C Time : 45 minutes D Procedure Students‟ activities Teacher’s activities Pre - reading ( 10 minutes)  Picture walk (5 minutes) - - Guess what the title of the story Show the first picture Encourage students to guess what the story is about, what the title of is and what the story is about - the story is - Look at the pictures and answer Project the pictures on the screen and ask the questions students to answer the questions: + What you see? + What you think is happening? XXIII - After completing the picture walk, ask students - Predict the ending of the story to predict the end of the story  Vocabulary (5 minutes) - - Listen to the teacher and repeat Teach new words by giving definition, using - Figure out the meaning of new pictures or miming words through pictures and + straw (n): Rơm teacher‟s mime + stick (n): que củi + brick (n): gạch + tender (adj): mềm + juicy (adj): ngon + frightened (adj): sợ hãi + to make of sth (v): làm +huff and puff (idiom): thổi cách giận + chimney (n): ống khói - Model and correct pronunciation of unfamiliar words - Model for students how to infer the meaning of the words from picture and context While-reading (20minutes)  Text analysis (10 minutes) - Ask students to read the story and answer the questions? a What are the characters of the story? - Read the story and answer the questions b What is the main idea of the story? c What the houses of the pig make of? d What happened to the pigs? e What is the ending of the story? f What can you learn from the story? XXIV - Put the pictures in order that you think is correct Suggested order: 5-4-1-3-2-6  Role play(10 minutes) - Work in group - Present the play in front of the class - Divide class into group of four - Ask students to discuss and make a play about the story - Call out some groups to present in front of the class Post – reading (15 minutes) - Work in group of three or four - Fill in the table to make up a new story The three little pigs Who is/are the good Old New version version - character(s)? Who is/are the bad character(s)? What kind of houses the pigs build? What happens to the XXV Work in group - Discuss and make up a new story - Present the story in the class main character(s)? What happen to the bad character(s)? - Homework: Imagine the wolf did not die and it was in prison now Write a letter (80- 100 words) for the wolf  Students can answer these questions + What more you would like to know about this wolf? + What would you like to ask him about what happened to the pigs? XXVI ...VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES PHẠM LAN ANH A STUDY ON USING SHORT STORIES IN TEACHING READING SKILL AT NGUYEN. .. numerical form The data was then tabulated and charted for clearer presentation and easier comparison 2.2.4 Data analysis method The study aims at measuring the hypothesis that the application if short. .. focuses on the current situation of teaching and learning at Nguyen Khuyen secondary school, participants of the study, data collection instruments and data collection and analysis procedure Chapter