An action research study on keeping a writing journal to improve the eleventh grade students’ writing at a high school in yen bai province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES  NGUYỄN THỊ HẰNG AN ACTION RESEARCH STUDY ON KEEPING A WRITING JOURNAL TO IMPROVE ELEVENTH GRADE STUDENTS' WRITING AT A HIGH SCHOOL IN YENBAI PROVINCE (NGHIÊN CỨU CẢI TIẾN SƯ PHẠM VỀ VIỆC SỬ DỤNG NHẬT KÝ GHI CHÉP ĐỂ NÂNG CAO KHẢ NĂNG VIẾT CỦA HỌC SINH LỚP 11 Ở MỘT TRƯỜNG THPT TỈNH YÊN BÁI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HÀ NỘI- 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES  NGUYỄN THỊ HẰNG AN ACTION RESEARCH STUDY ON KEEPING A WRITING JOURNAL TO IMPROVE ELEVENTH GRADE STUDENTS' WRITING AT A HIGH SCHOOL IN YENBAI PROVINCE (NGHIÊN CỨU CẢI TIẾN SƯ PHẠM VỀ VIỆC SỬ DỤNG NHẬT KÝ GHI CHÉP ĐỂ NÂNG CAO KHẢ NĂNG VIẾT CỦA HỌC SINH LỚP 11 Ở MỘT TRƯỜNG THPT TỈNH YÊN BÁI) M.A MINOR PROGRAMME THESIS Field: EnglishTeaching Methodology Code: 8140231.01 Supervisor: Vũ Thị Thanh Nhã, PhD HÀ NỘI - NĂM 2018 DECLARATION I, the undersigned, hereby certify my authority of the study project report entitled " An action research study on keeping a writing journal to improve 11 th grade students’ writing at a high school in Yen Bai province" submitted in partial fulfillment of the requirements for the degree of Master in English Teaching Methodology Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis Hanoi, 2018 Nguyen Thi Hang Approved by SUPERVISOR i ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Vu Thi Thanh Nha, PhD, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher Next, a special word of thanks goes to Mrs Phan Thi Kim Phuong- my collaborator and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished Last but not least, I am greatly indebted to my family, my husband and my children for the sacrifice they have devoted to the fulfillment of this academic work ii ABSTRACT This research is the investigation of the predominant problems in learning writing at a high school in Yenbai province and the implementation of new technique to deal with situation, which, in this case, is journal writing The primary purpose of the study is an attempt to find out how to apply journal writing in th teaching writing to the 11 grade students and to what extent the journal writing impacted on the students‟ attitudes and their writing performances Action research was adopted in research and conducted in two cycles: cycle and cycle The study data were collected by means of informal interviews, observation checklists and field notes The result indicated that the problems in students were the lack of practice, low writing attitudes, ideas limitation, lexico- grammar mistakes After implementing the journal writing, analysing the collected data, it finds that (1) there were positive changes in students‟ attitudes toward writing (2) there was an improvement of the time to generate ideas in students Two weaknesses were found out at the first cycle: first, some students were demotivated and reluctant to write Second, many students found difficulties in vocabulary mastery and grammar structures Dealing with those weaknesses, the researchers used grammar review strategy The findings showed that the students were motivated in writing and writing journals, they also got progress of the students‟ writing performances Moreover, students built themselves their own writing habits as well as created an intimate study environment in class iii LIST OF ABBREVIATIONS L1: First language L2: Second language CEFR: Common European Framework for Reference M.A : Master of Arts VNU: Vietnam National University GCSE: General Certificate of Secondary Education LIST OF TABLES Table 3.1.Number of students with scores below average 41 Table 3.2 Time to think about the ideas in students 39 Table 3.3 Students' positive attitudes and negative attitudes toward journal 45 LIST OF CHARTS Chart 3.1 Manifestation of students‟ attention to the teacher‟s lecture .37 Chart 3.2 Manifestation of the students‟ positive response to journal writing .37 Chart 3.3 Negative attitudes 38 Chart 3.4 Time to think about the ideas in students 40 iv TABLE OF CONTENTS Contents Pages DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES iv LIST OF CHARTS iv PART A: INTRODUCTION 1 Rationale Aims of the study 3 Research questions Methods of the study Scope of the study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Introduction 1.2 Writing 1.3 Approaches of teaching writing 1.3.1 The controlled writing approach 1.3.2 The freewriting approach 1.3.3 The paragraph-pattern approach 1.3.4 The process approach 1.3.5 The communicative approach 10 1.4 Writing assessment 11 v 1.5 Journal 13 1.5.1 Definitions of journal 13 1.5.2 Benefits of Journal writing 14 1.5.3 Overview of previous studies related to journal in teaching writing 14 1.6 Recount texts 17 1.6.1 Social functions of Recount texts 18 1.6.2 Generic structures of Recount texts 18 1.6.3 The language features of Recount texts 19 1.7 Conceptual framework 19 CHAPTER TWO : METHODOLOGY 21 2.1 Introduction 21 2.2 Research setting 21 2.2.1 Description of school and facilities 21 2.2.2 Description of the students 21 2.2.3 Description of English teachers 22 2.2.4 Description of textbook, curriculum, testing and assessment 22 2.4 Research design 23 2.4.1 Research method 23 2.4.2 Action research 23 2.5 Research Instruments 25 2.5.1 Observation checklist 25 2.5.2 Fieldnote 25 2.5.3 Semi structured interview 26 2.5.4 Pre -test and students' journals 26 2.6 Techniques of analyzing the data 27 2.7 Time of the research 28 CHAPTER THREE : RESEARCH FINDINGS 29 3.1 Introduction 29 vi 3.2 Identifying the problem 29 3.2.1 Observation 29 3.2.2 Interviews 30 3.2.3 Pre- test 31 3.3 Research process 33 3.3.1.Cycle I 33 3.3.1.1 Treatment 33 3.3.1.2 Observation 36 3.3.1.3 Reflection 42 3.3.2.Cycle II 42 3.3.2.1 Plan 42 3.3.2.2 Action 43 3.3.2.3 Observation 45 3.4 Suggested solutions for problems of research 52 3.5 Summary 54 PART C: CONCLUSION 55 Overview and summary of the thesis 55 Limitations of study 56 Implications 57 REFERENCES 58 APPENDICES I APPENDIX I APPENDIX III APPENDIX V APPENDIX VII APPENDIX VIII APPENDIX IX vii 59 31 McDonough, J & S McDonough (1997) Research Methods for English Language Teachers London: Arnold 32 Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press 33 Nunan D (2001) Research methods in language learning (9th ed) Cambridge University Press, The United States 34 Ngoh, T.J (2002) From Journals to Weekly Papers Guidelines, Vol 24, June 2002 35 Raimes, A (1983) Techniques in teaching writing Oxford: Oxford University Press 36 Richard, J C & Rodgers, T S (2001) Approaches and methods in language teaching (2nd ed.) Cambridge: Cambridge University Press 37 Richard-Amato, P A (2003) Making it happen: from interactive to participatory language teaching: Theory and practice (3rd ed) NJ: Pearson Education, Inc 38 Spack, R & Sadow, C (1983) Student-teacher working journals in ESL freshman composition TESOL Quarterly, 17(4), 575-593 39 Press Spaventa, S (2000) Essay Writing Cambridge: Cambridge University 40 Tompkins, G (2004) Teaching writing: Balancing process and product (4th ed.) NJ: Pearson Education, 41 Tuan, L T (2010) Enhancing EFL learners‟ writing skill via journal writing English Language Teaching, 3(3), 81-88 42 Ur, P.(1996) A Course in Language Teaching Cambridge: Cambridge University Press 43 Vietnamese Government (2008) The government: No.1400/QĐ-TTg Decision on the approval of theproject entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020” 44 Press Weigle, S (2002) Assessing Writing Cambridge: Cambridge University 45 White, R & Arndt, V (1991) Process Writing London: Longman 60 46 Williams, J (2005) Teaching writing in second and foreign language classrooms Boston: Mc Grow Hill Companies, Inc 47 Williams, J D (1989) Preparing to teach writing Belmont, CA: Wadsworth, Inc 48 Wolcott, W & Legg, S M (1998) An Overview of Writing Assessment: Theory,Research, and Practice Urbana, ILL: National Council of Teachers of English 49 Yancey, K (1999) Looking back as we look forward: Historicizing writing assessment College Composition and Communication, 50, (3), 483-503 50 Zamel, V (1982) „The Process of Discovering Meaning‟ TESOL Quarterly 16/2: 195- 209 61 APPENDICES APPENDIX CÂU HỎI PHỎNG VẤN SINH VIÊN ( Trước vòng 1) I Dẫn nhập Tên em gì? Em tuổi? Em có muốn học tiếng Anh khơng? Nếu có, sao? Nếu khơng, tai khơng? - Trong chương trình học, kỹ quan trọng với em? Em giành nhiều thời gian cho kỹ ? Tại sao? - Em nghĩ viết nhật ký tiếng Anh? vai trị nhật kí khả viết mình? II Kiểm tra khai thác thông tin Em học thể loại văn viết ? Hãy kể cách thức viết vài loại văn mà em học? Khi em viết văn ( ví dụ văn trần thuật ), em bắt đầu nào? Sau đó? Kết thúc? Với em, khó vấn đề viết? Cách giải em gặp khó khăn gì? Thơng thường, em luyện viết văn nào? Hàng ngày, hay lớp? Trên lớp, em phút để hồn thành viết ? Thơng thường từ? Trên lớp, giáo viên cho em viết thời gian? Em cần thời gian dành cho việc viết lớp ? Khi viết, em hỏi giáo viên hay em bè em gặp khó khăn lần? em hỏi ? Em ln hài lịng với viết mình? Nếu hài lịng em hài lịng điểm gì? Nếu khơng, điểm em khơng hài lịng nhất? Các câu hỏi gợi ý khác: - Em mong đợi giáo viên làm để tạo hứng thú cho em học viết? Các hoạt động em thích học viết ? Em nên làm để tạo hứng thú cho học viết ? (Thank the individual for participating in this interview Assure him or her of confidentiality of responses and potential future interviews.) I CÂU HỎI PHỎNG VẤN SINH VIÊN ( Sau vòng 1) I Dẫn nhập Tên em gì? Em tuổi? Em có muốn học tiếng Anh khơng? Nếu có, sao? Nếu khơng, tai khơng? - Trong chương trình học, kỹ quan trọng với bạn? Em giành nhiều thời gian cho kỹ ? Tại sao? - Em nghĩ viết nhật ký tiếng Anh? vai trị nhật kí khả viết mình? II Kiểm tra khai thác thơng tin Theo em, hoạt động dạy viết dùng nhật ký ghi chép so với hoạt động khác em học ? Em kể lại cách em viết lớp ví dụ buổi học gần ? Trong em dùng gì? Tại dùng nó? Mất để em hình thành triển khai ý tưởng? Những khó khăn em gặp phải viết nhật kí buổi học gì? Với khó khăn vậy, theo em làm để giải nó? Em tham gia trả lời câu hỏi giáo viên đặt lần? Với em hiệu hơn, làm việc mình, theo cặp, hay nhóm? Theo em, giáo viên nên thêm bớt phần dạy? Tại em có ý tưởng vậy? Em đạt văn viết tiếng Anh lớp học này? CÂU HỎI PHỎNG VẤN SINH VIÊN ( Sau vịng 2) I Dẫn nhập Tên em gì? Em tuổi? Em có muốn học tiếng Anh khơng? Nếu có, sao? Nếu khơng, tai khơng? - Trong chương trình học, kỹ quan trọng với em? Em giành nhiều thời gian cho kỹ ? Tại sao? - Em nghĩ viết nhật ký tiếng Anh? vai trò nhật kí khả viết mình? II Kiểm tra khai thác thông tin Em cảm thấy học viết văn kể sử dụng nhật ký ghi chép? Em có cảm thấy việc sử dụng viết nhật ký ghi chép cải thiện khả viết văn kể em không? Theo em, tiến em đạt mặt em chưa đạt trình thực viết văn cách sử dụng nhật ký ? Khó khăn lớn mà em phải đối mặt trình viết nhật ký ghi chép ? Em nghĩ phản ứng giáo viên viết em em viết nhật ký ? Theo em, muốn tiến viết, phải làm gì? Em có đề nghị nhằm cải thiện kỹ viết liên quan đến giáo viên, sở vật chất, môi trường học, thân bạn bè xung quanh? II APPENDIX Fieldnote Length of period: 45 minutes Place: Classroom 11A1 Students' facial expression Students' actions in the writing period Students' voice Students' activities III Teacher's activities Teacher seemed not to pay attention to students' comments IV APPENDIX Behaviour Checklist Cycle : I Students: 11A1 Positive attitude -listen to teacher carefully - answer teacher' questions enthusiasticly - give their own opinions - put up questions for teacher - begin to write at once when being asked - attempt to get teacher's attention Negative attitude - chat in class - tease neghbour physically - interrupt neighbour' work with unconcerning questions - show the anxiety on the face - murmur when being asked - sleep in class - copy the parner's product VI APPENDIX PEER REVIEW GUIDELINES Items to be assessed Content a Do you understand the story? ( Em hiểu câu chuyện không? ) b Does the recount text have 5W+1H questions? ( Bài văn có trả lời cho câu hỏi gì, đâu, nào, , tai không? ) (What, Where, When, Who, Why, and How) c Does the writer use enough linking words or sequential words ( Người viết có sử dụng đủ từ nối hay từ số thứ tự không? ) (first, next, them, after that, finally, etc)? Grammar Has he/she used the correct tenses (verb) in his/her recount text? ( Cơ ấy/ Anh có dùng văn khơng ) Quality of expression Has he/she used the appropriate and correct vocabularies? ( Cơ ấy/ Anh có dùng từ vựng phù hợp không? ) VII APPENDIX Scores of students E ( Excellent), G ( Good), A ( Average), P ( Poor), VP ( Very Poor) Content Organizati on Vocabulary Grammar Mechanics Content Organizati on Vocabulary Grammar Mechanics VIII APPENDIX Analytic score adapted from Cohen (1994:328) Aspect of Writing Content Organization Vocabularies Grammar Mechanics IX ... data were mainly qualitative data taken from the result of observation and interviews The aim was to observe and analyse the data involving students attitudes and their performance, the researcher... 11th grade students’ writing at a high school in Yen Bai province? ?? Aims of the study With the above rationale, the main aim of this research is to change in students' attitudes toward writing and... teaching writing to the 11 grade students and to what extent the journal writing impacted on the students‟ attitudes and their writing performances Action research was adopted in research and