CHAPTER IV: DATA ANALYSIS AND DISCUSSION
4.1.2. Findings from Questionnaire for students
Students’ assessment of the reading section in the new TIENG ANH 11 textbook.
(N=124 students)
Questions/ options a b c d
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Questions/ options a b c d 1 Reading topics are ….
a.Various
b.Close to real situation c.Boring
d.Unfamiliar with students
34% 27% 20% 19%
1 Reading topics are ….
a. Various
b. Close to real situation c. Boring
d. Unfamiliar with students
34% 27% 20% 19%
2 The length of reading texts is…
a. Suitable to grade 11th students‟ level b. Too long
c. Too short
30% 70% 0%
3 The language knowledge (vocabulary and structures) in the reading texts is…
a. Suitable to grade 11th students‟ level
b. Too difficult for majority of students in mountainous areas c. Easy
21% 74% 5%
4 The reading tasks designed are … a. Too difficult for grade 11th students
b. Various and suitable to most of the grade 11th students c. Take too much time
6% 29% 65%
5 Various visual aids (pictures, charts, and tables) are provided in reading sections to raise students’ interests in the topic. Do you agree?
a. Yes b. No
85% 15%
Table 7: Students’ assessment of the reading section in the new TIENG ANH 11 textbook (N=124)
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2 The length of reading texts is…
a.Suitable to grade 11th students‟ level b.Too long
c.Too short
30% 70% 0%
3 The language knowledge (vocabulary and structures) in the reading texts is…
a.Suitable to grade 11th students‟ level
b.Too difficult for majority of students in mountainous areas c.Easy
21% 74% 5%
4 The reading tasks designed are … a.Too difficult for grade 11th students
b.Various and suitable to most of the grade 11th students c.Take too much time
6% 29% 65%
5 Various visual aids (pictures, charts, and tables) are provided in reading sections to raise students’ interests in the topic. Do you agree?
a.Yes b.No
85% 15%
Table 7: Students’ assessment of the reading section in the new TIENG ANH 11 textbook (N=124)
When asked to give comments on the reading section in the new textbook, 85% of the respondents answered that various visual aids (pictures, charts, and tables) provided in reading sections raised their‟ interests in the reading topic. They also had positive attitudes towards the reading topics (34% of respondents considered reading topics various and 27%
said they were close to real situations). However, the reading texts were seen too long by 70% of the respondents; 74% reported that the language knowledge (vocabulary and structures) in the reading texts was too difficult for the majority of students in mountainous areas. It is clear that due to the lack of vocabulary and new structures, the students find it
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very difficult to deal with a long reading text full of new words. Also, because of the lack of appropriate reading strategies, 65% of the students stated that the while-reading tasks took too much time. This is the reason why many teachers cannot complete the post- reading activities as being planned. The above results indicate that the teachers of English at YTHS need to be very flexible when employing the new textbook. They can remove some too difficult tasks and focus on the suitable ones.
Students’ attitudes towards the teaching methods utilized by teachers
The data collected from the student questionnaire shows students‟ attitudes towards teaching used by teachers in the three teaching stages of the reading lesson.
Students’ attitudes towards pre- reading methods utilized by teachers
No. Items Preference
Pre-reading Most favorite Next favorite Least favorite 1 Giving a brief introduction 30%
(36 students)
47%
(58 students)
23%
(28 students) 2 Presenting and explaining new
words in the reading text
35 % (44 students)
50 % (62 students)
15 % (18 students) 3 Making students predict the
con tent of the text
20 % (24 students)
32 % (40 students)
48 % (60 students) 4 Presenting and explaining new
grammatical structures in the reading text
44 % ( 54 students)
44%
(54 students)
12%
(14 students) 5 Asking students to survey the
reading text‟s title and heading for the topic
21%
(26 students)
54%
(68 students)
25%
(32 students) 6 Asking lead-in questions to
elicit discussion about the reading topic of the text
25%
(30 students)
51%
(62 students)
24%
(28 students) 7 Using group discussion about
topic of the text
24 % (28 students)
34% (42 students)
42%
(52 students) 8 Using visual aids to introduce
the topic of the text
68 % (86 students)
23%
(30 students)
9%
(12 students) 9 Making students brainstorm
words, structures or ideas related to the topic of the text
30%
( 36 students)
35 % (44 students)
35 % (44 students) 10 Making students ask questions
about the text
11%
(14 students)
16%
(20 students)
73%
(90 students)
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Table 8: Students’ preference of methods used by teachers at pre-reading stage (N=124)
As shown in table 8, students have positive attitudes towards „new‟ methods e.g. 68% of them chose „using visual aids to introduce the topic of the text‟ as the most favorite; 54 % like method „asking students to survey the reading text‟s title and heading for the topic‟
and 51 % agreed that asking lead-in questions to elicit discussion about the reading topic of the text is their favorite. These methods help them raise interest in the reading topic and activate their background knowledge about it during the pre-reading stage. Besides that, about 40 % of the students thought the traditional methods such as presenting and explaining new words and new grammatical structures in the reading text was the most favorite. This was clearly because of their limited vocabulary and structures. A large majority (73 %) did not like the teachers to make them ask questions about the text. This may be too difficult for them.
Students’ attitudes towards while - reading methods utilized by teachers N
o
Items Preference
While -reading Most favorite Next favorite Least favorite
1 Teachers reading aloud 40 %
(50 students) 37 %
(46 students) 23%
(28 students) 2 Asking students to read aloud
the reading text 9%
(12 students) 45 %
(56 students) 46%
(58 students) 3 Asking students to translate the
reading text into Vietnamese 13 %
( 16 students) 50%
(62 students) 37%
(46 students) 4 Asking students to read the
reading text intensively and answer the questions
66%
(80 students)
26%
(32 students)
8%
(10 students) 5 Asking students to read the
questions first and scan the reading text to find the answer
19%
(24 students)
26%
(34 students)
55%
(68 students) Table 9: Students’ preference of teaching methods used by the teachers at while -reading stage
Table 9 shows that 40% of the students agreed that item 1 (teachers reading aloud) at while reading stage is the most favorite, for students this method helps them benefit from hearing good reading modeled by teachers. Only 12 students (9%) liked their teachers to ask them to read aloud the reading text as most of them are not often confident enough to do this.
They are afraid of wrong pronunciation. A few students (13%) chose item 3 (asking students to translate the reading text into Vietnamese) as the most favorite. Surprisingly,
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and answer the questions) were the most favorite. On the contrary, only 19% of the students considered the „new‟ method the most favorite. To sum up, the students at YTHS seem accustomed to the traditional methods used by teachers at while- reading stage, few students like activities that help them to be more active in the reading lesson.
Students’ attitudes towards post- reading methods utilized by teachers
No Items Preference
While -reading Most favorite Next favorite Least favorite 1 Asking students to summarize
the text
11%
(14 students)
43 % (52 students)
46 % (56 students) 2 Asking students to have
discussion
62%
(78 students)
21%
(28 students)
17%
(22 students) 3 Asking students to find out
more about the topic on their own
35 % ( 44 students)
36%
(46 students)
29%
(36 students) 4 Asking students to translate it
into Vietnamese
10%
(12 students)
32%
(38 students)
58%
(70 students) Table 10: Students’ preference of methods used by the teachers at post -reading stage As indicated in table 10 above, most students do not like the traditional methods that make them passive in the learning process. Only a small percentage of the students chose the traditional methods such as asking students to summarize the text and to translate it into Vietnamese as the most favorite methods (11% and 10% respectively), while asking students to have discussion was considered the most favorite method by 62%. And 35% of the students liked to find out more about the topic on their own after finishing all the tasks at while reading stage.
Students’ difficulties in learning reading (N= 124)
Options Results
No. %
Students‟ lack of motivation 64 52%
Students‟ lack of background knowledge and world knowledge 100 80%
Time limit 56 45 %
Students‟ limited vocabulary and grammatical structures 116 94%
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Students‟ lack of appropriate reading strategies 96 77%
Table 11: Problems students face with in learning readingThe table presents problems students face with when dealing with reading lessons. Actually, all the elements listed in the table are big problems to students. Especially- 116 students in the survey (94%) thought that their vocabulary and grammatical structures are much limited. Obviously, when students have to deal with a lot of new or difficult vocabulary and structures in the reading texts, their motivation for reading will be decreased. 80% of the students admitted that they lacked background knowledge and world knowledge. This greatly affects their understanding of the reading text. The next problem reported by 96 students (77%) is the lack of appropriate reading strategies. Students cannot do reading tasks easily if they do not have appropriate reading strategies. Therefore, it is very important for teachers to equip their students with essential reading strategies needed for each kind of reading tasks. Only about 50% of the students blamed the lack of motivation and time limit.