Effects of reciprocal teaching model on 10th grade students reading comprehension skill at vung cao viet bac high school

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES –––––––––––––––––––––– NGUYEN THI YEN EFFECTS OF RECIPROCAL TEACHING MODEL ON 10TH GRADE STUDENTS’ READING COMPREHENSION SKILL AT VUNG CAO VIET BAC HIGH SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2020 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES ––––––––––––––––––– NGUYEN THI YEN EFFECTS OF RECIPROCAL TEACHING MODEL ON 10TH GRADE STUDENTS’ READING COMPREHENSION SKILL AT VUNG CAO VIET BAC HIGH SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2020 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ ––––––––––––––––– NGUYỄN THỊ YẾN HIỆU QUẢ CỦA MƠ HÌNH DẠY HỌC ĐỐI ỨNG VỚI KỸ NĂNG ĐỌC HIỂU CỦA HỌC SINH LỚP 10 TẠI TRƯỜNG PHỔ THÔNG VÙNG CAO VIỆT BẮC LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ Anh Mã số: 8220201 THAI NGUYEN - 2020 STATEMENT OF AUTHORSHIP I declare that this research report entitled “Effects of Reciprocal Teaching Model on 10th grade students’ reading comprehension skill at Vung Cao Viet Bac high school ” has been composed by myself, and describes 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 Thai Nguyen University This work has not been and will not be submitted for any other degree at any other institution of higher education Author’s Signature: Ngu n Thị Yến Approved by SUPERVISOR Ngu n Thị Minh Loan, Ph.D Date: November 2020 i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude and deep appreciation to my supervisor, Dr Nguyen Thi Minh Loan for her helpful and timely encouragement as well as her insightful comments on my work from the beginning to the end of the study Without these, the thesis could not have been completed Secondly, the completion of this thesis would not have been possible without the cooperation from 50 students of 10A16 class at Vung Cao Viet Bac high school who have been willing to participate in the study I am very grateful to all of them for providing detailed information for the analysis of the study I would also acknowledge my great gratitude to all the lecturers at School of Foreign Languages - Thai Nguyen University for their 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 friends for their great help and comments Without their help, this study could not have been fulfilled Last but not least, I must express my gratitude to my beloved family - my parents, my husband and my sons whose support and encouragement have always been a great deal of strength that has helped me to complete this thesis ii ABSTRACT The main objective of this study was to solve the problem of the students‟ low reading comprehension by using Reciprocal Teaching Model (RTM) The researcher then investigated the effectiveness of using RTM to enhance the students' reading comprehension and explored their attitude towards the teaching and learning reading with this model Based on the aims, the researcher conducted the study in 10 weeks with the participation of 50 students of grade 10 at Vung Cao Viet Bac high school The data of the study was gathered through an action research The pre-test, post-test, and questionnaire were chosen to be the data collection instruments to find out the effects of RTM on the students‟ reading comprehension after the intervention In this study, the researcher as the teacher adopted Kemmis and McTaggart‟s action research procedure It was shown through the statistic data that there was a remarkable improvement in the students‟ reading comprehension after the intervention and most of the students had positive attitudes and good behavior towards the model taught by the researcher It was concluded that using RTM was one of the good ways to enhance the students' reading comprehension and it exerted the students' positive attitudes in learning reading Finally, further some implications, limitations and suggestions for further studies were included in this study iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP iii ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix LIST OF DIAGRAMS x CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study .3 1.4 Significance of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW .5 2.1 Reading comprehension 2.1.1 Definition of reading comprehension 2.1.2 Levels of reading comprehension 2.1.3 The current reading models used in English language teaching 2.2 Reciprocal Teaching .13 2.2.1 Definition of terms 13 2.2.2 Model of Reciprocal Teaching in teaching and learning reading comprehension .15 2.2.3 The Implementation of Reciprocal Teaching 17 2.3 Attitude in language learning 18 2.3.1 Definition of attitude 18 2.3.2 Importance of attitude in language learning .19 2.4 Previous studies about using Reciprocal teaching model in reading comprehension .20 iv 2.5 Summary 24 CHAPTER 3: METHODOLOGY 25 3.1 Research design 25 3.1.1 Rationale 25 3.1.2 Model of action research 25 3.2 Participants 27 3.3 Data collection instruments 28 3.3.1 Reading Comprehension Test 28 3.3.2 Questionnaire 29 3.4.Teaching materials 30 3.5.Data collection procedure 31 CHAPTER IV: FINDINGS AND DISCUSSION 40 Findings .40 1.1 Findings from the Reading Comprehension Test 40 1.1.1 Findings of the pre-test .40 1.1 Findings of the post-test 41 1.1.3 Comparison of the pre-test and post-test 43 1.2 Findings from the questionnaire 45 1.2.1 The students‟ viewpoints toward learning reading through RTM 45 1.2.2 The students‟ feelings toward the using RTM 48 1.2.3 The students‟ learning behaviors after using RTM .50 Discussion 51 2.1 Research question 1: To what extent does Reciprocal Teaching Model improve the students' reading comprehension? .51 2.2 Research question 2: What is the students‟ attitudes toward the use of Reciprocal Teaching Model? 53 2.2.1 The viewpoints of students towards the benefits of RTM .54 2.2.2 The feelings of the students towards RTM in their reading comprehension 54 2.2.3 The students‟ learning behaviors after using RTM 55 Summary 56 v CHAPTER V: CONCLUSION AND IMPLICATIONS .57 5.1 Conclusion 57 5.2 Implications 58 5.2.1 For teachers 58 5.2.1 For students 59 5.3 Limitations of the study 59 5.4 Suggestions for future research 60 REFERENCES I APPENDIX 1: Reading comprehension test ……………………………… VII APPENDIX 2: A Questionnaire on Student‟s Attitudes XI APPENDIX 3: RESULTS OF THE TESTS XVI APPENDIX 4: LESSON PLANS XVIII vi LIST OF ABBREVIATIONS RTM: Reciprocal Teaching Model vii APPENDIX 3: RESULTS OF THE TESTS STUDENT'S NUMBER STUDENT’S NAME PRE-TEST SCORE POST-TEST SCORE A B C 10 D E F 7.5 7.5 G 8 H 7.5 I 3.5 8.5 10 J 4.5 11 K 7.5 12 L 5.5 13 M 5.5 7.5 14 N 5.5 15 O 5.5 7.5 16 P 6.5 17 Q 18 R 7.5 19 S 20 T 5.5 21 U 5.5 5.5 22 V 5.5 5.5 23 W 6.5 6.5 24 X 6 25 Y 5.5 XVI 26 Z 5.5 27 AA 5.5 28 BB 5.5 29 CC 5.5 30 DD 6.5 31 EE 32 FF 5.5 33 GG 5.5 34 HH 5.5 35 II 5.5 36 JJ 6.5 37 KK 5.5 38 LL 5.5 39 MM 5.5 40 NN 5.5 41 OO 6.5 42 PP 5.5 43 QQ 5.5 44 RR 5.5 45 SS 5.5 46 TT 6.5 47 UU 4 48 VV 3.5 49 WW 3.5 50 XX XVII APPENDIX 4: LESSON PLANS LESSON PLAN FOR PRESENTING UNIT 9: UNDERSEA WORLD Lesson 1: Reading I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Learn some vocabulary, useful phrases and structures to ask and answer questions about Undersea World - Understand more the marine life Skills: - Ask and answer questions about - Talk about favorite kinds of Attitude: Cooperative, active, creative II TECHNIQUE: Integrated, mainly communicative, process speaking III MATERIALS: - Textbook: Tieng Anh 10 - Reading passage: Unit 9: Undersea world - Reciprocal Teaching worksheets - Pictures, lesson plan, … IV ANTICIPATED PROBLEMS: - Ss may have difficulty in being self-confident to express their opinion - Ss may lack vocabulary as well as phrases to ask and answer questions V PROCEDURE Teacher’s activities Time/Stages Warm – up (3 mins) Students’ activities - Using the film “ Jaws “ - Watching the film - Asking questions: What is it ? - Answering T‟s questions Where does it live? - - It „s a shark / dolphin - In the sea / under the sea Introducing the title : UNDERSEA WORLD XVIII - Showing topic-related pictures Activating students’ prior students knowledge - Connecting the pictures to students‟ (10 mins) to - Looking at the map(p 94) - Working in groups: the background knowledge Pacific Ocean / Arctic - Dividing the class into 3groups /Antarctic / Atlantic * Using the map - Looking at the picture (p Write name of the oceans : 94), - Giving the ideas: Seal, * Using the pictures ( p 94) Give the name of the sea animals - Introducing Reciprocal jellyfish, turtle , shark Teaching strategies and its objective Predicting (10 mins) - Distributing Reciprocal Teaching worksheet to be completed in each step of Reciprocal Teaching strategies - Showing students the pictures in the unit - Working with those titles Reading the passage‟s title out loud Asking “What you think this passage is going to be about?” , “What you think about the title?” - Drawing the topic of the - Asking the students predict what the text text with that clue words is about or what will happen in the text by XIX observing the picture or the title • I think because • I‟ll bet because • I wonder if because • I imagine because • I suppose because • I predict because - Writing their prediction on the worksheet - Asking the students to write their prediction on the Reciprocal Teaching worksheet Questioning (10 mins) - Reading a short paragraph aloud and - Watching and listening stopping at each questionable point asking herself questions about the main ideas, the information she read, the meaning of a word or the event she - Making question about the reading text passed by - Asking the students to make a list of - Writing their questions on questions they expect to be answered in the worksheet the reading Sample questions: • Who ? What percentage of • What ? the earth's surface is • Why ? covered by seas and • Where ? oceans? • When ? How scientists • How ? now • What/How/Why you think ? overcome challenges of the the depth? - Giving time to the students to make their questions submarines to help - Asking them to write their questions on scientists know about the Reciprocal Teaching worksheet the undersea world? XX What can What can we learn from the satellite photos? What are the three groups of marine plants and animal? What would happen if the sea biodiversity were not maintained?) Clarifying (10 mins) - Reading the text aloud again, - Watching and listening highlighting on board some new words or unclear points she wanted to demonstrate to the class - Taking notes - Giving the students some words and signs that may signal the meaning of the unfamiliar or difficult word - Asking “Are there any words or phrases that confused you?” - Writing the meaning of the difficult words or sentences and write them on the Reciprocal Teaching worksheet - Asking the students to clarify the questions based on their comprehension of the text • I don‟t get this word… • I don‟t understand this … • I know the prefix of this word but not the rest • I have heard of … before but am not sure what it means • Another word for this is… - Asking the students to write the meaning of the difficult words or sentences and write them on the Reciprocal Teaching worksheet - Suggested answers: 1/ 75% of the earth’s surface 2/ By using modern devices 3/ They investigate the seabed and bring samples of marine life back to the surface for further study 4/ We can know a wide range of information, including water temperature, depth and the undersea populations 5/ They are those that live - Having the students read the text again to XXI scan the details then answer the questions on or depend on the bottom (p 96) like the starfish , those that - Asking the students to work in groups move and write their answer on the poster water currents and those independently of that are carried along by the currents 6/ Marine life would be at stake if the sea biodiversity were not maintained Summarizing (10 mins) - Asking the students to analyze their answers Asking the students to summarize the main point or the conclusion of the text with their own words • The most important ideas in this text are • This part was mostly about • This book was about • First Next Then • Finally - Working in pairs, write the summary of the reading passage - Answer: The text is about marine life Though covering three – quarters of the earth’s surface, the ocean has remained mysterious to us until recently With modern • The story takes place technology we have now • The main characters are made important discoveries • A problem occurs when about the biodiversity of • In the beginning/middle/end marine life We have learnt - Asking the students to write their that whether tiny or huge, summary on the Reciprocal Teaching all the plants and animals of worksheet the sea are closely - Asking the students to deliver their connected summarize result in front of class - Asking the students to collect their works Consolidation & Homework (2 mins) - Highlighting the RTM and four strategies - Listening which are used in the lesson -Taking notes - Giving homework: Part A (p.53) in workbook and prepare Part B.Speaking XXII LESSON PLAN FOR CONTROLLED PRACTICE UNIT 12: MUSIC Lesson 1: Reading I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - General knowledge: Knowledge about music - Language: Words related to music - Enrich their vocabulary by guessing meaning in context - Understand the content of the text and know how important music is - Do the exercises of gap-filling and answering the questions Skills: - Read for gist and specific information - be actively involved in monitoring their comprehension - ask questions during reading Attitude: Cooperative, active, creative II METHOD: Integrated, mainly communicative, process speaking III MATERIALS: - Textbook: Tieng Anh 10 - Reading passage: Unit 12: Music - Reciprocal Teaching worksheets - Pictures, lesson plan, … IV ANTICIPATED PROBLEMS: - Ss may have difficulty in being self-confident to express their opinion - Ss may lack vocabulary as well as phrases to ask and answer questions V PROCEDURE Time/Stages I Warm up: (5’) Teacher’s activities Students’ activities - Ask the students some questions : - Work individually Do you like listening to music? - Listen to T‟s questions What band you like best? - Answer the questions What singer you like best? aloud in front of class XXIII What sort of music you often listen to? Can you name some singers or bands that play pop music? Pre-reading (10’) - Ask the students to look at the passage on - Take some notes page 125 (topic: Music) Distribute copies of Reciprocal Teaching worksheet to the - Pay attention to the teacher‟s demonstration class - Explain the four reading skills that you will demonstrate: summarizing, questioning, clarifying, and predicting - Model each of these skills by analyzing the first paragraph of the text (Teacher and students) - Write their prediction about the text in the student groups‟ worksheet Predicting: by themselves - “What you think this passage is going to be about?” Student 1: I predict it is about the roles - Record some students‟ answers on the board of music in our life because Student 2: I think I will learn the importance of music because Questioning: - Make questions Student 1: Why is music a Clarifying: - Are there any things that you‟d like to clarify? powerful means of communication? Words or things you‟re not Student 2: How can music sure about? set the tone for a events - Does that help? and special occasions? - Is there anything else that needs to be How can music entertain? clarified? Student 3: Why has music Summarizing: - Shall I try and summarize? XXIV always been a big - Does anyone have anything to add to business? my summary? - Who would like to be the leader for the next paragraph? While – reading (15’) - Divide the class into small groups Assign - Continue to read the next each student in the groups one of the several sections, remaining paragraphs Have the student alternating leaders and "teach" the four reading skills to the group, repeating the process of using their assigned paragraph predicting, generating questions, clarifying, and summarizing - The teacher moved from group to group to observe the student‟s progress and - Read the paragraph of the provide assistance only when needed text passage - Summarize what were read in the second paragraph - Take turn directing the dialogue in the group by predicting, clarifying, - Encourage discussion within the groups questioning, summarizing both during and after the student in discussing the text presentations Ask students to identify the - The leader of each group skills that were most and least effectively acted as discussion leader used for that paragraph by leading the group through the subsequent steps - The leader of each group provided clarification of any difficulties experienced in that section XXV of the text The leader of each group located and stated the main idea of that paragraph - The leader of each group summarized the content of that paragraph Post – reading - Check the Ss‟ understanding of the -Discuss in groups (10’) reading passage by giving them the -Write down the on the following questions (page 126 – text book) board What are the two things that make *Suggested answers: humans different from other animals? Language and music Why is music a powerful means of (p1, line 2) communication? Because it can express How can music set the tone for ideas, thoughts and events and special occasions? feelings (p1, line 3&4) How can music entertain? 3.It adds joyfulness to the Why has music always been a big atmosphere of a festival business? and makes a funeral more solemn and mournful ( p2, line 3&4) It makes people happy and excited It delights the senses (p3, line 1&2) Because it is a billiondollar industry ( p3, line 3) Consolidation & Homework (2 mins) - Recall the main point of the lesson: - Listening know about some types of music and -Taking notes the role of music in our lives - Homework: Reading exercise of Unit 12 in workbook XXVI LESSON PLAN FOR INDEPENDENT PRACTICE UNIT 14: THE WORLD CUP Lesson 1: Reading I OBJECTIVES: By the end of the lesson, Ss will be able to: Knowledge: - Gain more knowledge about the biggest football event on the world – the World Cup - Know more about the history of the World Cup - Learn more vocabulary, both meaning and pronunciation Skills: - participate in partner, team, and class discussions - ask questions during reading - read a text multiple times to apply each of the reciprocal teaching strategies, including predict, clarify, question, and summarize - collaborate with other to gain a better understanding of a text Attitude: Cooperative, active, creative II TECHNIQUE: Integrated, mainly communicative, process speaking III MATERIALS: - Textbook: Tieng Anh 10 - Reading passage: Unit 14: The World Cup - Reciprocal Teaching worksheets - Pictures, lesson plan, … IV ANTICIPATED PROBLEMS: - Ss may have difficulty in being self-confident to express their opinion - Ss may lack vocabulary as well as phrases to ask and answer questions V PROCEDURE Time/Stages I Warm up: (5 minutes) Teacher’s activities Students’ activities - Ask the students some questions and call some of - Work them to answers individually XXVII - Give feedback - Listen carefully Play a song and ask Ss what the title of this song the questions and Look at the picture and guess the name of the answer to receive sport? some presents from T - Suggested What is the name of this famous football team? answers: The Cup of Life Football Pre – reading (8 minutes) What is the name of this instrument which is very Brazil popular in South Africa in 2010? Vuvuzela - Put the students in groups of four - Work in groups - Distribute one note card to each member of the of and take their group identifying each person's unique role: - Summarizer - Questioner - Clarifier - Predictor - Have the students read the text Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion While – reading (20 minutes) role in the discussion: summarizer, questioner, clarifier, and predictor - Ask Ss to use the four strategies while they were reading the text and self-regulated their implementation strategies - The Questioner will then pose questions about the - One student asks questions, selection: the other student - Unclear parts answers and the - Puzzling information XXVIII - Connections to other concepts next one already learned comment on the answer - The Clarifier will address confusing parts and attempt to answer the questions that were just posed - One student identifies a - The Predictor can offer predictions about what the difficult word, the author will tell the group next or, if it's a literary other student selection, the predictor might suggest what the next helps to infer the events in the story will be meaning and - At the given stopping point, the Summarizer will gives reasons for highlight the key ideas up to this point in the reading the inferences - The roles in the group then switch one person to the they made right, and the next selection is read Students repeat the process using their new roles This continues until the entire selection is read - One student - Ask one of the members from each group to report makes a the result of their discussion in front of the class summary, the - Give feedback other student comments on or helped to improve his summary Post – reading (10 minutes) - Ask the students to exercises Task 1: Choose the answer for the questions below: World Cup is the international tournament a football b volleyball c basketball d water polo Where was the 2002 World Cup held? a Japan b Uruguay c Argentina d Japan and South Korea The World Cup was played in Asia the first time in a 1904 b 1930 c 2002 d 2010 organizes World Cup XXIX - Work with the partners to complete the exercises given by the teacher *Key: a d c a WHO b UNESCO c.WTO d FIFA FIFA was set up in a 1904 b 1930 c 1998 d 2002 Task 2: T/F statements Read the text again and decide whether the following statements are true or false Correct the false ones The first World Cup was held in Uruguay in 1904 The World Cup is held every years The World Cup is regarded as the world championship of the sport Germany and Brazil played in the final match of the 2002 World Cup Brazil is the country that has played times in the World Cup d a - Read the text carefully and give the correct answers - Some Ss practice aloud - Key: F->1930 F-> every four years T F-> 32national teams compete in the final tournament F->Brazil was awarded the gold cup in the 2002 World cup Consolidation - Review the lesson by giving the conclusion about - Listen -Take notes & Homework the Reciprocal teaching procedure (2 mins) - Highlight the reading topic: history of World Cup - Give the homework: summarize the main point of the reading text XXX ... UNIVERSITY SCHOOL OF FOREIGN LANGUAGES ––––––––––––––––––– NGUYEN THI YEN EFFECTS OF RECIPROCAL TEACHING MODEL ON 10TH GRADE STUDENTS? ?? READING COMPREHENSION SKILL AT VUNG CAO VIET BAC HIGH SCHOOL. .. text At Vung Cao Viet Bac High School, Thai Nguyen Province, a majority of students in grade 10 had difficulty in reading comprehension Based on the observation conducted in the tenth grade of Vung. .. at Vung Cao Viet Bac High School 1.2 Aims of the study This study was designed to examine the effects of Reciprocal Teaching Model on the 10th grade students? ?? reading comprehension Based on the