The effects of using task based technique in teaching readinh skill in english for students at nam dinh university of nursing school year 2008 2009

THE EFFECTS OF USING TASK-BASED TECHNIQUE IN TEACHING READING SKILL IN ENGLISH FOR STUDENTS AT NAM DINH UNIVERSITY OF NURSING SCHOOL YEAR 2008 - 2009 A Thesis Presented to the Faculty of Graduate Studies and Applied Research Laguna State Polytechnic University Siniloan, Laguna Philippines Thai Nguyen University Station Campus Thai Nguyen City Viet Nam In Partial Fulfillment Of the Requirements for the Degree of Master of Arts in English TRAN THI NHU TRANG (Nice) March 2010 II APPROVAL SHEET This thesis entitled "EFFECTS OF TASK-BASED TECHNIQUE IN TEACHING READING SKILL IN ENGLISH FOR STUDENTS AT NAM DINH UNIVERSITY OF NURSING SCHOOL YEAR 2008 - 2009" prepared and submitted by TRAN THI NHU TRANG in partial fulfillment of the requirements for the Degree of Master of Arts in English has been examined and is recommended for acceptance and approval EDEN C CALLO Adviser Accepted and approved in partial fulfillment of the requirements for the Degree of Master of Arts in English by the Examination Committee Prof ELSA C CALLO, Ed D Chairman Prof MARILYN P SANTOS Member Prof LORNA C DANIEL Member Prof LUCITA G SUBILLIGA Member Approved in partial fulfillment of the requirements for the Degree of Master of Arts in English NESTOR M DE VERA, Ph.D Dean, Graduate Studies and Applied Research Date: March, 2010 III ACKNOWLEDGEMENT The author greatly acknowledges indebtedness to the following persons in their respective fields whose skills and competences contributed to preparation of this research Dr Ricardo A Wagan, President of Laguna State Polytechnic University, Republic of the Philippines, for his invaluable contribution to the development of the Master of Art in Teaching English program in Thai Nguyen University; Prof Dr Tu Quang Hien, President of Thai Nguyen University, the Socialist Republic of Viet Nam for his incomparable contribution and support to the Master of Art in English Program under the Cooperation with the Laguna State Polytechnic University, the Socialist Republic of the Philippines; Dr Nestor M De Vera, Vice - President for Extension and Research and Dean of the Graduate Studies and Applied Research, for his support to the tie-up program between LSPU and TNU; Prof Dr Dang Kim Vui, Director of Thai Nguyen University of Agriculture and Forestry, for his encouragement to the Master of Art in English Program under the Cooperation between LSPU, the Philippines and TNU, the Socialist Republic of Viet Nam; Prof Dr Nguyen Van Loc, Director of Thai Nguyen University of Education, the Socialist Republic of Viet Nam for his permission and encouragement to conduct the Thesis; IV Dr Nguyen Tuan Anh, Director of the International Training Center, Thai Nguyen University, for his precious and wholehearted assistant and encouragements; The Panel of Examiners: Prof Elsa C Callo, Ed D, Prof Marilyn P Santos, Prof Lorna C Daniel, Prof Lucita G Subilliga for their valuable comments, suggestion and recommendation to complete the Thesis of the author; Dr Eden C Callo, her adviser, for her keen and intelligent suggestions that helped brings about the directions of the study; Prof Ronaldos Maglapuz, for his lectures, proficient insights and valuable suggestions in the of this study; Prof Cecile Q Velasco for her lectures, proficient insights and valuable suggestions of this study; Prof Nimfa Dimaculangan, for her genuine, profound insights and generosity in giving their expertise; Prof Marcial Bandoy for his intelligent suggestion; Dr Do Dinh Xuan, Director of Nam Dinh University of Nursing for his permission, encouragement to conduct the Research in English Department; The author would also like to send her sincere thanks to her colleagues at the Department of foreign languages who have helped her in providing necessary documents and making insightful comments and suggestions as well V She is also indebted to the students of the 2008-2009 course for their willingness to participate in the study, without them, the information needed could not have been obtained Last but not the least, her heartfelt thanks to her beloved friends, her parents, her husband, Duong Thanh Tung, and her little son, Duong Thanh Lam for their unconditional love, support, understanding, and encouragements that got her over the hurdles to accomplish this study T.T.N.T DEDICATION To my beloved parents and sibling, VI To my high - principled professors, teachers, To my colleagues and Nursing students of NDUN For their endless support And for being my constant source of inspiration T.T.N.T ABSTRACT This study determined the effectiveness of Task-based Approach in teaching English reading comprehension to Second Year Nursing students at Nam Dinh University of Nursing, Second Semester of Academic Year 2008-2009 The experimental method of research with lesson plans and tests were used by the author to collect the data from students - respondents of VII Nursing Department, Nam Dinh University of Nursing in school-year 20082009 Specifically, it sought the answers to the following questions: What are the mean level pre-test scores of the control group and experimental group? What are the mean level post-test scores of the control group and experimental group? Is there a significant difference on post-test scores between the experimental group and the control group? Is there any effect of task-based approach in teaching reading comprehension performance of the students in Nam Dinh University of Nursing basing on tests? A teacher-made achievement test was validated and administered as a pre-tests and post-test to both groups Lesson plans were prepared for teaching students in the experimental group The t-test of independent sample means was employed to compare the pre-test mean of the two groups and post-test mean of the two groups The t-test of dependent sample means was also used to compare the pretest and post-test mean of experimental group The study revealed the following significant findings In respect to mean level of pre-test score of students, there is no significant difference on the pre-test mean scores of the two groups The control group obtained the mean score of 5.70 while the experimental group gained 6.10 in the mean score The result revealed VIII that there was little significant difference between two groups in the pretest Therefore, the two groups were homogeneous at the beginning of the study The mean score of students in the post-test using the Task-based approach differs significantly from that of those using the traditional approach After the treatment period, the two groups were given a post-test The mean scores of the control and experimental groups were 6.25 and 6.85 respectively When subjected to t-test, the result showed that there is a significant difference between post-test mean scores of the respondents in the control group and experimental group (p-value computed = 0.018, tcomputed= 2.43) The mean score of students in the pre-test differs significantly from that in the post-test using Task-based approach (p-value computed = 0.001, t-computed= 3.45) Based on the findings of the study, the following conclusions were drawn: There was significant difference on post-test scores between the experimental group and the control group There was an effect of task-based approach in teaching reading comprehension performance of the students in Nam Dinh University of Nursing basing on tests IX The alternative hypothesis which indicated that there is no significant difference on post-test score between the control group and experimental group, and there is no effectiveness of task-based approach in teaching reading comprehension on performance of the students in Nam Dinh University of Nursing based on tests have not been supported in this study TABLE OF CONTENTS Preliminaries Page TITLE i APPROVAL SHEET ii ACKNOWLEDGMENT iii DEDICATION vi ABSTRACT vii TABLE OF CONTENTS xi LIST OF TABLES xv X LIST OF FIGURES xvi CHAPTER THE PROBLEM AND ITS BACKGROUND Introduction Background of the Study Theoretical Framework Conceptual Framework Statement of the Problem Hypotheses 10 Significance of the Study 10 Scope and Limitations of the Study 11 Definition of Terms 12 REVIEW OF RELATED LITERATURE AND STUDIES 14 Related Literature 14 Related Studies 18 RESEARCH METHODOLOGY 24 Research Design 24 Respondent of the Study 24 Determination of Sampling Techniques 25 Research Instrument 25 Research Procedure 26 Statistical Treatment of Data 27 PRESENTATION, ANALYSIS AND INTERPRETATION 72 in VN *homework Asking students to write Comments: 73 LESSON PLAN N0 05 Unit 6A: Reading: COMPETITIONS Preparing date: ……………… Teaching date : ……………… I Objectives : By the end of the lesson, sts will be able to to get information about the competitions; guess the meanings of new words from the context; use the new words for speaking , questions- answers II Teaching Aids: Textbook, pictures, posters, cassette player, tapes III Methods: Task-based approach IV Teaching steps: Classroom procedure: Greeting & Checking attendance Revision: Call one or two students to come to the board and ask them to change into Reported Speech: Rewrite the following sentences using the word in the bracket: He said to her, “Come to the party You’ll enjoy it.” (persuade) He said to me, “I’ll lend you some money if you like.” (offer) “All right I’ll help you,” Tom said to Joe (agree) Check up and give marks New lesson: 74 Teacher’s activities I Before you read: Lead- in: -Ask students to look at the pictures and ask them some questions: -Ask students some questions related - Lead in the new lesson Pre-teach vocabulary: - Ask students to give the new words -Give the feedback and introduce new words Sts’ activities Contents Some questions: -Work in What competitions you know? pairs Can you list the names of the competitions that you -Answer the Know? questions Answer: Sts’ answers Before you read: a Quiz: “Road to - Predict Mount Olympia vocabularies b London Marathon - Pronounce c Sao Mai Television Singing Contest the d Olympic game vocabularies *Vocabulary: - Competition(n) -Compete (v) - Scan -Competitor (n) information -to take part in competitions (v) -to win in a competition (v) - Work in - Representative (n) pairs - Annual ( adj) : yearly -Sponsor (v,n) : ( LG/ My Vita) - Read the - Worksheet (n) : a piece of paper with passage questions or again Exercises on it While you read: *Task 1:(p68) Answer: 1.d 2.f 3.e 4.c II While you -Answer read: questions 5.b 6.a *Task 2:(p.68) -Ask students to scan the -Work in 1.The representatives of three classes of information from groups the (speaker’s) school… passage to stimulate the spirit of learning - Explain task - Present English among students and ask students -Listen and The students’ parents Society … to work in pairs write down … *Task 3:(p68) To recite / to complete - Give the feedback the poem - Ask students to became the winner of the competition scan the 60 points information from “ For me the most important thing was passage our participation - Ask them to in the competition and the enjoyment we work in pairs to had from it.” talk about some After you read: Ask students to competitions -Control and give translate into Vietnamese the correct answers 75 *Homework: - Do the exercises in the exercises book - Repair the next part in the text book - Call some students to present III After you read: - Ask students to work in pairs to talk about some competitions they know * homework Ask sts to write Comments: LESSON PLAN No 06 Unit 6B: Reading: WORLD POPULATION Preparing date: Sept 7th 2007 Week : Period: A READING I Objectives: By the end of the lesson, sts will be able to: - Get information about world population - Guess the meanings of new words from the context -Use the new words for speaking, questions- answers II Teaching Aids: Textbook, pictures, posters, cassette player, tapes III Methods: Communicative Approach IV Teaching steps: 76 Classroom procedure: Greeting & Checking attendance Revision: Call one or two students to come to the board and ask them to write down the form of the simple present tense and the simple past tense New lesson: Teacher’s activity I Before you read: Lead- in: -Ask students to work in pairs to answer some questions: - Encourage sts’ answers - Lead in the new lesson Pre-teach vocabulary: - Ask students to give the new words -Give the feedback and introduce new words II While you read: -Ask students to scan the information from passage - Explain task and ask students to work in pairs - Give the feedback - Ask students to scan the information from passage to task Sts’ Contents Who can you see in the 1st picture? How many children does the man have? -Answer the How is the house where the family questions live? - Listen What does the man to earn his living? - Predict What the two pictures tell you? vocabularies *Vocabulary: - Pronounce - to trouble (v) : to become twice the -average (adj) : usual standard vocabularies -birth – control methods (n) -It’s time s.o did sth - Scan - to continue to sth (v) : go on information *Task 1: Answer: although Method - Work in increase pairs Recourse Figures limit International Control -Answer *Task 2: questions The population of the world in 10,000 BC was 10 million, in 1750 it was 625 -Work in million, in 1850 it was 1300 million, in groups 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 billion - Present By the year 2015 the population of the - Work in world is expected to be billion pairs Some scientists say it can, but others -Listen and say it can’t write down No, they don’t B/c they know of no safe way to have fewer children After you read *Talk about five counties having the most population in the world: China, India, Indonesia are in Asia; Russia is in -Work in pairs 77 - Ask them to work in pairs to talk about the world population -Control and give the correct answers -Ask students to work in groups to talk about the richest country and the poorest country - Call some students to present * After you read: - Ask students to work in pairs to talk about the problem of the world population Check-up: Date: Europe and the USA is in Latin America The richest country is The USA The poorest county may be India *Homework: - In 100 words to write a passage about the world population - Do the exercises in the exercise book - Repair the next part in the text book 78 LESSON PLAN No 07 Unit 6C Reading: The post office - Date of preparing: - Class: - Period: I Aims: - Guessing meaning in context - Understanding the information in a passage - Passage comprehension - Materials: text book, pictures, handouts, cassette II Procedures: * Organization: - Who’s on duty today? - Who’s absent today? - How are you today? * Check up: * New lesson: Warmer: Before Ss close their books T gives out a picture of post office, then asks questions to Ss What you see in the photos? How far is it from your home to the nearest post office? Have you ever been there? How often you go to the post office? What services you think the post office offer? Ss work in groups to it Ss give feedback to the T - lead in: To know more about the post office today we learn unit 9: The post office – Lesson 1: Reading Ss open their books, work in groups of table and look at the 79 you read pictures T introduces some post services + Mail and Parcel Service + Express Mail Service + Money transfer service + Press Distribution + Flower Telegram Service -T checks – Ss give feedback - guessing the key words of the reading text While you -T reads first, asks Ss read individually in 3’ read -Ss read skimming to get information in Task 1: Task 1: Circle the word that has the opposite meaning to the italicized word: Ss work in pairs to it -T checks some pairs 1-c 2-b 3-d 4-c + Task -Read the text again and answer the questions Ss to work in pairs to it -T checks some pairs Thanh Ba post is equipped with advanced technology and a spacious pretty place for transaction Mail and Parcel Services, Express money Transfer Service, Phone calls and Faxes, Press Distribution, + Task - Find the evidence in the text to support the statements - Ss read again the text, work individually to find some information Ss exchange in pairs T checks some pairs After you Ss close their books Works in groups of or 3, ask and read answer the questions: Which services provided by Thanh Ba Post Office you think is the most important and Why? What services you think Thanh Ba Post Office should have in the future? -T goes round to help Ss T checks some groups - Ss talk about their ideas Homework Write a short paragraph about Thanh Ba post office III Experience: 80 LESSON PLAN N0 08 Unit 6D Reading: nature in danger - Date of preparing: - Class: - Period: I Aims: - Guessing meaning in context - Identifying main idea - Passage comprehension - Materials: text book, pictures, handouts, cassette II Procedures: * Organization: - Who’s on duty today? - Who’s absent today? - How are you today? * Check up: * New lesson: Warmer: Before you read Ss close their books T gives out a picture of some animals as tiger, elephant, bear, lion…, and then asks questions to Ss What animals can you see in the pictures? Where these animals often live? What would happen if their habitats were destroyed? Ss work in pairs to it Ss give feedback to the T lead in: To know more about nature in danger today we learn unit 10: Nature in danger – Lesson 1: Reading Ss open their books, work in groups of table and answer the questions 81 What you understand from the fact above? Can you explain why the numbers of these animals become small? T gives handouts Put the verbs given into the right column Establish- kill- destroy- save- protect- prohibit- set up- cut down- plant- ban- burn- hunt Verbs of positive impacts Verbs of negative impacts establish= set up destroy save kill protect Cut down prohibit= ban Burn plant Hunt -T checks – Ss give feedback - What causes danger to environment? + Garbage + wastes from factories and hospitals + Smoke from vehicles + Oil spills from ships + Forest fires + People’s carelessness While you read -T reads first, asks Ss read individually in 3’ -Ss read skimming to get information in Task 1: Task 1: The words in the box all appear in the passage Fill each of blank with a suitable word Ss work in pairs to it -T checks some pairs 1- extinct 2- protect 3- decreasing 4- pollutants 5endangered 6- interference + Task -Circle A,B,C or D that best states the main idea of each paragraph Ss to work in pairs to it -T checks some pairs Paragraph 1: C Paragraph 2: B Paragraph 3: A Paragraph 4: C After you read + Task - Answer the questions: - Ss read again the text, answer the questions in groups of or 82 T checks some groups Homework Find out the parts of speech of these words Verb noun Adjective Exist ? ? ? Peace ? ? ? Natural ? ? ? Adverb ? ? ? Actively III Experience: 83 Appendice G Laguna State Polytechnic University Sta Cruz Campus Sta Cruz, Laguna March 18th, 2010 LETTER TO THE PRINCIPAL The Principal Nam Dinh University of Nursing Gentleman: I am a student of the Graduate Studies and Applied Research of Laguna State Polytechnic University Sta Cruz Campus, taking up Master of Arts in English I am presently working on my thesis entitles “THE EFFECT OF USING TASK – BASED TECHNIQUE IN TEACHING READING SKILL IN ENGLISH FOR STUDENTS AT NAM DINH UNIVERSITY OF NURSING, SCHOOL YEAR 2008 - 2009 ” In line with this, I would like to ask permission from your good office to conduct the said study and obtain necessary data I assure you the confidentiality of the data gathered and they will be used only for the purpose of this study Your approval and support on this endeavor is highly favored Approved: Do Dinh Xuan, MD, Ph.D Principal, Nam Dinh University of Nursing Very respectfully Researcher TRAN THI NHU TRANG 84 CURRICULUM VITAE I Personal Name : TRAN THI NHU TRANG Address : Nguyen Duc Thuan street, Loc Ha ward, Nam Dinh City, Viet Nam Tel no : 084-0350-3647-989 Date of Birth : December, 8th 1981 Place of Birth : Ninh Binh Province, Viet Nam Sex : Female Civil Status : Married Citizenship : Vietnamese Height : 1.69 m Weight : 50 kg II Family Background Father : TRAN VIET SON Mother : TRAN THI LOAN Husband : Son DUONG THANH TUNG : DUONG THANH LAM III Educational Background 1987-1991 Elementary Level Phat Diem Elementary School, Ninh Binh province 1991-1996 Lower Secondary Level 85 Phat Diem B Secondary School, Ninh Binh province 1996-1999 Upper Secondary Level Kim Son A Upper Secondary, Ninh Binh province 1999-2003 Tertiary Level Thai Nguyen Teachers’ training College 2008- present Master of Arts in Teaching – Thesis Writing Laguna State Polytechnic University, Thai Nguyen University of Agriculture and Forestry Stationed Campus IV Employment 2003 – 2007: Teaching English at Kim Background Son A High School, Kim Son District, Ninh Binh Province, Viet Nam 2007 – to present: Teaching English (of nursing field), and working as a staff of International Foreign Affair Department of Nam Dinh University of Nursing (NDUN) Translating paper works, doing as an interpreter in meetings, conferences carried out at college 2007 – to present: Working extra time for Hoang Gia Education group Teaching English Working as a manager - consultant for center (Enrolling teachers and learners) 86 QUALIFICATIONS  Good ability to work under pressure  Strong planning, time management and presentation skills  Interested in Educational fields  Desire to face new challenges  Be pleased, motivated and diverse in thinking  Planning & problem solving skill  Having considered being creatively and effectively hard - working person by friends and colleagues  Having good relationships with public or private companies, enterprises upon on existed relations COMPUTER SKILLS Good command in using computer’s software (Microsoft office, Microsoft Excel and Power point, Internet searcher) HOBBIES Travelling Listening to the music Watching movies Reading Collecting stamps HEALTH STATUS  Excellent Very Fair good I certified that all the statements made by me in this C.V is true, complete and correct to the best of my knowledge ... Task- based Technique in teaching reading skill in English of students in Nam Dinh University of Nursing for the school year 2008- 2009 Specifically, it sought answer the following: What are the. .. effectiveness of Taskbased Approach in teaching English reading comprehension for the second -year students at Nursing Department of Nam Dinh University of Nursing during their first semester of the school. .. APPROVAL SHEET This thesis entitled "EFFECTS OF TASK- BASED TECHNIQUE IN TEACHING READING SKILL IN ENGLISH FOR STUDENTS AT NAM DINH UNIVERSITY OF NURSING SCHOOL YEAR 2008 - 2009" prepared and submitted